Narrativas de professores/as não indígenas sobre o ensino nas escolas indígenas no Sul do Amazonas

Abstract

The dissertation presented here was developed within the scope of the Graduate Program in Science and Humanities Teaching – PPGECH, at the Institute of Education, Agriculture, and Environment of the Federal University of Amazonas – IEAA/UFAM. Its focus was to analyze the narratives of non-indigenous teachers about teaching in indigenous schools in the south of Amazonas, specifically those who developed their teaching activities up to the year 2022. The methodological approach is based on a qualitative approach, using the narrative interview technique as the data production source, based on Meyer and Paraiso (2012), Andrade (2012), Silveira (2007), and Costa (2007). These authors define this data production technique – narrative interview – as a possibility of redefining research methods in education, precisely because research of this nature shows that narratives are a way for subjects to speak about themselves, their stories, their understandings of the world, their personal and collective marks and memories. This takes into account that narratives are considered "discursive forces" and possibilities for interpreting the meanings that subjects attribute to their life processes, training, and teaching experiences, as in the case of this research. The theoretical framework is inspired by Cultural Studies and studies from the Modernity/Coloniality Group, specifically from the concepts of Identity, Difference, Decoloniality, and Culture(s), articulated with authors who discuss Indigenous School Education in Brazil and the possibilities of specific and differentiated teaching. The narratives produced point to the places occupied by non-indigenous teachers within indigenous schools and analyze their narratives about their teaching practices in the indigenous context.