A literatura indígena e a formação continuada dos pedagogos.

Abstract

This article aims to understand the knowledge that teachers consider relevant for mediating indigenous literature in the classroom. It is an excerpt from a doctoral research project in which a continuing education course was offered to teachers, with the aim of training mediators of indigenous literature. The theoretical basis is based on studies by Tardif (2014), Nóvoa (2022) and Imbernón (2010) on continuing teacher training; Amarilha (2021) and Saldanha and Amarilha (2018) on training teachers to mediate literary texts; and Thiél (2012) and Dorrico (2018) on indigenous literature. The results revealed a lack of theoretical and methodological knowledge about the training of readers and about indigenous literature. They also highlighted the importance of educators getting to know works by indigenous authors in order to build up their repertoire. In addition, they emphasized the need for teachers to have acess to discussions on indigenous cultural practices and the challenges facing these peoples in contemporary times.