2017-05-102017-05-102015-04-30MARRA, Maria Lúcia Martins Pedrosa. Escola itinerante: uma experiência de formação de professores indígenas no estado do Pará, Brasil. 2015. 291 f. Tese (Doutorado) - Universidade Federal do Pará, Instituto de Ciências da Educação, Belém, 2015. Programa de Pós-Graduação em Educação.https://repositorio.ufpa.br/handle/2011/8351The theme of this work is the training of indigenous teachers in the state of Pará, Brazil. His research object is a training experience entitled "Course in Middle Level Teacher Training Indians do Pará", treated and identified by those involved as "Itinerant School", implemented by the Education State Secretary of State of Pará - SEDUC. We start for the study based on the following research question: to what extent the training policy of indigenous teachers, implemented by SEDUC / PA, secured a differentiated education, in view of the constitutional rights acquired by indigenous peoples in Brazil? The overall guiding aim established was: to analyze the training of indigenous teachers developed the Itinerant School, from the Theory of Structuring and Contemporaneity in Giddens, based on the methodology of phenomenological comprehensive sociology of Schultz and research techniques of ethnographic, aiming understand their place and their historical and socio-pedagogical significance, especially with the people Tembé Tenetehar. Specifically, we establish the following objectives: (a) Identifying the educational needs of indigenous groups, considering the demands of indigenous social movements in Para State; (b) Describe the institutional and pedagogical processes of Indigenous Teacher training policy implemented by the Itinerant School SEDUC-PA. From Giddens we used the concept of reflexivity and undock, besides the theory of structuration, articulating those concepts with the reality experienced by the subjects submitted to indigenous training politics investigated. Methodologically, we work with seven (7) groups of subjects: 1) Direct Institutional actors, ie those individuals who participated directly in the training proposal; 2) institutional Indirect actors, who are the ones who, in addition to participate in the construction of the proposal, coordinated its execution; 3) Political actors, subjects that, institutional and politically are accountable for proposal; 4) Teachers of the First Generation who have been involved, and elaborated the proposal; 5) Remaining teacher, who was involved, drafted the proposal and remains in the administrative framework; 6) Recent Period teachers, those who joined later; 7) Indigenous (Tembé the Guama, Tembé the Gurupi and indigenous from other ethnicities). Technically, inspired by Schultz, we apply the In-Depth Interview. The results make us defend the thesis that the political project of formation analyzed was developed from a single pedagogical corpus, which ignored the indigenous ethnic differences in undock the 40 ethnicities covered by this action, triggering a scenery of confrontation with the teacher's movement.Acesso AbertoEducação indígenaProfessores indígenas - FormaçãoEscola itineranteÍndios TembéPará - EstadoTeseCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO