Docentes da educação indígena do Paraná: políticas públicas e trajetória profissional

Abstract

This is a study of the trajectory and social perception of indigenous and non-indigenous teachers of indigenous school education (ISS). Its objective is to analyze the perceptions and trajectories of these subjects to verify if there are differences between them that can be associated with basic social and ethnic differences and such differences compromise the potential of each one to exercise the profession and the success of a differentiated indigenous school education. , bilingual, intercultural and sustainable. The theories of social reproduction, modernity and sustainable development were used to support the historical analysis and the results of field research. The methodology involved bibliographical, documental, field research, comparative analysis of the trajectory and social position of these subjects, and the comparison of perceptions through indicators referring to the EEI and the exercise of the profession. As a result, perception units were observed in several variables of these indicators, as well as important differences. It is concluded that the unity of perception is associated with the effectiveness of these teachers' training courses and the high level of social capital among them, which acts to maintain group cohesion and avoid wear and tear. In turn, the differences can interfere with the disposition, motivation, engagement and commitment of these professionals with the EEI and, thus, interfere with their performance and the quality of teaching.