A formação de pedagogos indígenas em alternância no Paraná: uma contribuição à interculturalidade e ao bilinguismo

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Abstract
The aim of this paper is to present the constitutional process of the experience of indigenous educators development of the Central West State University (Guarapuava / PR), highlighting the arrival of indigenous demand at the University, the participatory construction of the Pedagogical Project of the Course (PPC) and the implementation of Alternation Pedagogy in indigenous higher education in Paraná. Through documentary and bibliographical research, the role of indigenous movements in the fight for the right of access to higher education in Paraná is explained in an intercultural and bilingual perspective, and the urgent need for training of educators to work at indigenous schools in the state. In the context of the process of creation of the course of Indigenous Pedagogy, with the Pedagogy of Alternation, we highlight the principles that support actions designed and performed collectively, present in the Pedagogical Project and in the execution of the Course. The results of the ongoing development process show a better participation of indigenous peoples in the decisions and organization of indigenous higher education, the establishment of an intercultural and bilingual curriculum, as well as the establishment of an Intercultural Degree in Teaching, composed only of indigenous students, which has led actions with autonomy and self-management. The aim of this paper is to present the constitutional process of the experience of indigenous educators development of the Central West State University (Guarapuava / PR), highlighting the arrival of indigenous demand at the University, the participatory construction of the Pedagogical Project of the Course (PPC) and the implementation of Alternation Pedagogy in indigenous higher education in Paraná. Through documentary and bibliographical research, the role of indigenous movements in the fight for the right of access to higher education in Paraná is explained in an intercultural and bilingual perspective, and the urgent need for training of educators to work at indigenous schools in the state. In the context of the process of creation of the course of Indigenous Pedagogy, with the Pedagogy of Alternation, we highlight the principles that support actions designed and performed collectively, present in the Pedagogical Project and in the execution of the Course. The results of the ongoing development process show a better participation of indigenous peoples in the decisions and organization of indigenous higher education, the establishment of an intercultural and bilingual curriculum, as well as the establishment of an Intercultural Degree in Teaching, composed only of indigenous students, which has led actions with autonomy and self-management. Keywords: Indigenous pedagogy; alternation pedagogy; indigenous higher education; intercultural and bilingual training The aim of this paper is to present the constitutional process of the experience of indigenous educators development of the Central West State University (Guarapuava / PR), highlighting the arrival of indigenous demand at the University, the participatory construction of the Pedagogical Project of the Course (PPC) and the implementation of Alternation Pedagogy in indigenous higher education in Paraná. Through documentary and bibliographical research, the role of indigenous movements in the fight for the right of access to higher education in Paraná is explained in an intercultural and bilingual perspective, and the urgent need for training of educators to work at indigenous schools in the state. In the context of the process of creation of the course of Indigenous Pedagogy, with the Pedagogy of Alternation, we highlight the principles that support actions designed and performed collectively, present in the Pedagogical Project and in the execution of the Course. The results of the ongoing development process show a better participation of indigenous peoples in the decisions and organization of indigenous higher education, the establishment of an intercultural and bilingual curriculum, as well as the establishment of an Intercultural Degree in Teaching, composed only of indigenous students, which has led actions with autonomy and self-management. O objetivo do artigo é apresentar o processo de constituição da experiência de formação de pedagogos indígenas, da Universidade Estadual do Centro Oeste (Guarapuava/PR), destacando a chegada da demanda indígena à Universidade, a construção participativa do Projeto Pedagógico do Curso (PPC) e a implementação da Pedagogia da Alternância na formação superior indígena no Paraná. Por meio de pesquisa documental e bibliográfica, explicita-se o protagonismo dos movimentos indígenas na luta pelo direito de acesso ao Ensino Superior, no Paraná, numa perspectiva intercultural e bilíngue, e a premente necessidade de formação de pedagogos para atuarem nas escolas indígenas no estado. Na contextualização do processo de criação do curso de Pedagogia Indígena, com a Pedagogia da Alternância, destacam-se os princípios que sustentam ações projetadas e realizadas coletivamente, presentes no Projeto Pedagógico e na execução do Curso. Os resultados do processo formativo em andamento evidenciam uma melhor participação dos povos indígenas nas decisões e na organização da formação superior indígena, a concretização de um currículo intercultural e bilíngue, bem como a constituição de uma Licenciatura Intercultural, composta apenas por estudantes indígenas, que tem protagonizado ações com autonomia e auto-gestão. Palavras-chave: Pedagogia Indígena, Pedagogia da Alternância, Ensino Superior Indígena, Formação Intercultural e...