O Curso de Licenciatura Intercultural para a Educação Básica Indígena no Estado do Maranhão

Abstract

In Brazil, the relationship between indigenous peoples and the colonizer has always been conflicting, both physically and symbolically. Although interrelated, conflicts on the symbolic plane bring about the removal of diverse social practices, through, but not exclusively, catechesis and non-indigenous schooling, in view of the fact that the assimilationist paradigm, which guided the relations between indigenous peoples and the central power, lasted for almost four hundred years, and was followed by the integrationist paradigm, implemented by the SPI. The change of this  paradigm was only possible with the Federal Constitution of 1988 and later with the LDB (Law of Guidelines and Bases of National Education) of 1996, which ensured the principles of differentiated education for indigenous peoples and the provision of bilingual and intercultural school education, with a view to strengthening socio-cultural practices and the linguistic diversity of indigenous peoples. This work aims to present the experience of the Intercultural Licentiate Course proposed by the State University of Maranhão, which, among some of its formal objectives, intends to reverse the deficit of indigenous teachers working in indigenous schools, besides guaranteeing the access of these people to cumulative universal knowledge