TRAINING OF YOUNG TEACHERS IN THE CONTEXT OF AN INDIGENOUS INTERCULTURAL UNDERGRADUATE

Abstract

The general objective of this paper is to reflect on teacher training in the context of an indigenous intercultural undergraduate. This work is part of the broader debate on the importance of reflection and self-reflection in the context of indigenous teacher training in Brazil. As a primary source, we analyzed reflective diaries and supervised internship reports prepared by two undergraduate students in Geography of the Curso de Licenciatura Intercultural Indígena da Universidade Estadual de Alagoas (CLIND/UNEAL). Furthermore, we theoretically discuss teacher training in light of the debate on reflection and self-reflection in the context of supervised internship. In general terms, we evaluate as pertinent the research that places these new generations of young indigenous teachers in training to think about their educational path and the challenge of being a teacher in Brazilian public schools in general, especially in the context of indigenous school education.