Reinvenções pedagógicas interculturais : interaprendizagens com licenciaturas indígenas de Brasil e Colômbia.

Abstract

This research was born out of my interest in intercultural education strategies that are being developed in Latin American undergraduate courses for training indigenous teachers, thinking mainly in identifying their potential contribution, not only for Amerindian peoples, but for education as a whole, as well as the challenges they face in the realization of differentiated proposals. After participating in events, conversations with researchers and reading of pedagogical proposals for this type of course from different countries in the Latin American continent, I concentrated on a section involving seven programs from different regions of Brazil and two from Colombia. Intercultural strategies were investigated in the various aspects involved in the courses, covering their forms of preparation, pedagogical proposals, methods, curricular designs, activities, materials and assessment systems. The methodological approach is ethnographic and cartographic, based on sensitive research and its ethical, aesthetic and affective dimension, in a set of strategies that includes participant observation, unstructured dialogues, semi-structured interviews and documentary research. The entire journey was accompanied by the use of field diaries, with a detailed record of observations, dialogues, impressions and reflections. The investigative, reflective and writing process follows the perspective of complexity, in the sense of weaving together what is diverse or apparently contrary, without attaching myself to previous categories, valuing indigenous and Latin American researchers, as well as authors not recognized in the academic medium, seeking to develop a dialogue between science, philosophy, spirituality and art. To structure and organize the thoughts generated, I am inspired by the spiraling pedagogical route of the Licenciatura en Pedagogía de la Madre Tierra (UdeA), as a way of presenting and valuing this educational arrangement. The sequence shows the importance of Amerindian spiritual and ecological thinking and its presence in these undergraduate courses (Origin); some civilizing choices that caused the loss of this connection and the challenges faced by these programs (Imbalances); examples of educational strategies for educational reinvention and reintegration between humanity, nature and spirituality, with their principles and methods (Healing); and potentials of these programs to generate and maintain new educational ideas in the transformative and curative sense (Protection). The work shows pedagogical reinventions in an interdisciplinary and intercultural way, and integrating between theory and practice, with the use of different spaces, times, methods and concepts of learning and research, producing new knowledge and pedagogical materials, with the strengthening of different languages, idioms and ethnosciences. The challenges cover institutional, bureaucratic, political and economic aspects, as well as issues arising from intercultural and interethnic relations. These degrees show themselves as educational, cultural, political, ecological, scientific and spiritual powers, producing effective results in terms of strengthening the differentiated indigenous school, community contributions and for the Amerindian movement, in addition to significant changes in universities, with inspirations for training professionals and researchers with other visions, who can collaborate in broader societal transformations, with philosophical and practical elements for paradigmatic changes. The expansion of research in the form of extension activities, through training for teachers from public and private schools, having as main inspiration the LPMT pedagogical route script, allowed contributions to new ideas and educational practices.