The Soil concept for Indigenous Teachers from Acre State, Brazilian Amazon Region

The Soil concept for Indigenous Teachers from Acre State, Brazilian Amazon Region



Imbernon R.A.L., Vasconcelos C.



In Brazil, indigenous education has not historically
prioritised the preservation of indigenous culture. From the 1990s
onwards, however, the presence of indigenous teachers in the Amazon
region led to a definition of indigenous education policies that value
the culture of the people. The formation of indigenous teachers in
Brazilian universities involves non-indigenous professionals, and to
this end, appropriate methodologies (ethno-methodologies) should be
developed. Action-research as a methodological approach allows
flexibilization of educational content and was applied to indigenous
teacher training courses at Indigenous Teachers Training Course-CFDI, in
the Federal University of Acre-UFAC, in the state of Acre, Brazil. This
methodological approach addressed the concept of soil, building on the
daily village life of each student. As such, previous knowledge, both
individually and collectively held, assisted the acquisition of new
knowledge. In classes, the indigenous students indicated that the soil
serves two basic functions in their daily lives, depending on its
mineralogical characteristics: agriculture (sandy soils) or ceramics and
construction (clay soils).The approach in intercultural education
situations from action research, allows teachers not expert ethno
methodologies develop content from the experience of the students. 



10.22161/ijeab/1.4.7



http://ijeab.com/upload_document/issue_files/7%20IJEAB-NOV-2016-1-The%20Soil%20concept%20for%20Indigenous%20Teachers%20from%20Acre%20State,%20Brazilian%20Amazon%20Region.pdf



http://ijeab.com/submit-paper/

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