Cultural Diversity and Indigenous Peoples: Perspectives on Teacher Training in Boa Vista, Roraima-Brazil
This article explores intercultural perspectives in teacher training for educators working with Indigenous peoples in Boa Vista, Roraima, Brazil. Using a mixed-methods approach, we analyzed academic publications, curricular studies, and official documents on Indigenous education. Qualitative analysi...
| Autores: | , , , , , , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Sindicato das Secretárias do Estado de São Paulo (SINSESP) |
| Repositorio: | GeSec |
| Idioma: | inglés |
| OAI Identifier: | oai:ojs2.revistagesec.org.br:article/5118 |
| Acceso en línea: | https://ojs.revistagesec.org.br/secretariado/article/view/5118 |
| Access Level: | acceso abierto |
| Palabra clave: | Indigenous Peoples Teacher Training Cultural Diversity Intercultural Perspectives Boa Vista, Roraima |
| Sumario: | This article explores intercultural perspectives in teacher training for educators working with Indigenous peoples in Boa Vista, Roraima, Brazil. Using a mixed-methods approach, we analyzed academic publications, curricular studies, and official documents on Indigenous education. Qualitative analysis highlighted the nuances of intercultural relations in education, while quantitative data organized demographic and educational indicators. Results emphasize the need for teacher training that harmonizes traditional Indigenous knowledge with academic content. Incorporating intercultural methodologies enriches educational environments and preserves cultural identities. We conclude that pedagogical practices valuing Indigenous students’ experiences are crucial, especially given historical tensions between Indigenous communities and schools. |
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