Professores e suas narrativas sobre interculturalidade no Curso de Pedagogia do Parfor/Amapá.

Abstract

This thesis focuses on the initial formation of teachers from the perspective of critical interculturality in the Pedagogy degree program at the Federal University of Amapá and the State University of Amapá, developed through the National Plan for Teacher Training in Basic Education (Parfor) in classes held in Macapá from 2015 to 2020, the period during which teachers graduated. In this discussion, we adopt the perspective of Critical Interculturality and are based on authors such as Candau and Russo (2010), Candau (2008), Walsh (2019; 2010), Fleuri (2003), and Oliveira and Freire (2015), aiming to analyze intercultural knowledge in the initial teacher formation in the Amapá Amazon region, focusing on the relation of theory and practice and the commitment to forming critical teachers capable of engaging with the social and educational contexts while valuing local culture. For this study, we employed a qualitative approach. The locus of the documentary research were the two public universities in Macapá offering the Pedagogy degree through Parfor. We analyzed the Course Pedagogical Projects (PPC) and official documents related to Teacher Formation policies in Brazil, especially in Amapá state, and the Pedagogy course developed by Parfor at UNIFAP and UEAP. Research techniques were utilized through Narrative Interviewing with seven teachers graduated by Parfor, following the analysis of the contributions of Clandinin and Connelly (2011) and Jovchelovich and Bauer (2008), which consider it the best form to understand and represent life experiences, particularly the educational experiences of teachers on their professional context in the schools where they act. We used Discourse Analysis as the data analysis technique. As results we ascertained that the empirical data and document analysis led to understand that the Pedagogy degree course offered by Parfor at UNIFAP/UEAP was established as an emergency response within the legal frameworks for teacher education, heavily influenced by neoliberal conceptions, based on international organizations. We also concluded that the academic level of Parfor graduates working in early years of elementary education in public schools in Amapá and Pará contributed positively to teaching quality, being reshaped by the influence of the course and demonstrating potential strengths. However, the course faced significant challenges including administrative (management), infrastructural (space), financial (institutional and student), and content-related issues (limited emphasis on intercultural knowledge). These challenges posed as substantial obstacles for the institutions to overcome. Additionally, the Course Pedagogical Projects (PPC) of the Pedagogy degree programs in Amapá Amazon region only timidly engage with Critical Interculturality, despite including elements related to it. Nevertheless teachers do not recognize the effectiveness of intercultural and local knowledge, such as Marabaixo, in their training. The analysis revealed a concerning scenario: Critical Interculturality, crucial element in the formation of teachers committed to diversity, occupies a marginal space within the Pedagogy degree course offered by Parfor. Despite some initiatives, the study identified significant gaps in the approach to Critical Interculturality, what weakens and decontextualizes discussions about power relations and inequalities present in various contexts.