Professores/as indígenas em Pernambuco

mobilizações políticas, formação profissional e condições de trabalho

Abstract

The present work aims to discuss the political protagonism of indigenous teachers in Pernambuco, in the search for specific and intercultural school education, also specific professional qualification, and effective working conditions. In this sense, it is observed that the Movement Indigenous of Teachers in that state is part of a broader context of indigenous mobilizations at the national and local levels for the right to demarcation and protection of territories during the 1980, participating in the debates of the Constituent, which resulted in  Federal Constitution the 1988, and later guaranteeing rights in Law National Education Guidelines and Bases  the 1996, followed by RCNEI the 1998. In that period, organizations of indigenous teachers emerged throughout Brazil, among them the Commission of Indigenous Teachers of Pernambuco – COPIPE. Consequently, the qualification of indigenous teachers became the main agenda of the Indigenous Movement. First, they sought training to complete Basic Education, adhering to the National Training Program for In-Service Teachers – Proformação; second, due to the expansion of the level of schooling in the territories, training in Higher Education was sought, within the context of the – Program to support higher education for teachers who work in indigenous schools of basic education – PROLIND. In both cases, COPIPE role has been fundamental for the organization and implementation of these courses, and also in the mobilizations for better working conditions. Some significant advances can be seen, among these: the stateization of indigenous schools; collegiate school management; the incorporation of the Intercultural Indigenous Licentiate Course into the framework of regular courses at the Federal University of Pernambuco. However, the list of demands for recognition of the professional category Indigenous teacher, salary equality, adherence to the Position and Career Plan remain unanswered by the State.