O campo da Educa\u00e7\u00e3o Escolar Ind\u00edgena (EEI) no Brasil vem se beneficiando da produ\u00e7\u00e3o acad\u00eamica oriunda de diferentes \u00e1reas do conhecimento. Nosso objetivo primeiro, neste texto, \u00e9 discorrer sobre teoriza\u00e7\u00f5es que v\u00eam servindo de esteio para pesquisas conduzidas na \u00e1rea da Lingu\u00edstica Aplicada (LA). Iniciamos o artigo com um breve hist\u00f3rico da EEI em nosso pa\u00eds para, em seguida, descrevermos atua\u00e7\u00f5es de Marilda Cavalcanti que se mostraram fundamentais para a inser\u00e7\u00e3o da EEI, principalmente no que se refere \u00e0 forma\u00e7\u00e3o de professores ind\u00edgenas, como objeto de estudo relevante na LA. Ap\u00f3s focalizarmos pol\u00edticas p\u00fablicas voltadas para esse tipo de forma\u00e7\u00e3o para a doc\u00eancia, bem como cursos a ela destinados, explicitamos e discutimos, ent\u00e3o, algumas (re)conceptualiza\u00e7\u00f5es que v\u00eam balizando o fazer investigativo de um conjunto de pesquisadoras do Grupo de Pesquisa \u201cVozes na Escola\u201d principalmente em rela\u00e7\u00e3o \u00e0s no\u00e7\u00f5es de interculturalidade e de identidade \u00e9tnica e lingu\u00edstica. Conclu\u00edmos o texto externando nossas preocupa\u00e7\u00f5es acerca dos modos como as pol\u00edticas p\u00fablicas destinadas aos povos ind\u00edgenas foram conduzidas nos \u00faltimos anos.<\/p>\n
Indigenous Formal Education in Brazil has benefited from academic production derived from different fields of knowledge. Our aim in this paper is to reflect upon theoretical assumptions that have served as foundation for research projects developed in the area of Applied Linguistics. We start this article presenting a brief history of Indigenous Formal Education in our country, followed by Marilda Cavalcanti\u2019s activities that have shown to be fundamental for the inclusion of this area, particularly in what Indigenous teachers\u2019 education is concerned, as object of investigation in Applied Linguistics. After focusing on public policies and courses geared towards this type of teacher education, we then describe and discuss some of the theoretical framework that has worked as basis for investigation projects put forward by members of the research group \u201cVozes na Escola\u201d, focusing primarily on the concepts of interculturality and of ethnic and linguistic identity. We close this paper expressing our concerns about the ways public policies destined to Indigenous Peoples have been lately conducted in the country.<\/p>\n
Keywords:
\nIndigenous Formal Education; Indigenous teachers\u2019 education; interculturality; ethnic and linguistic identity.<\/p>\n","protected":false},"featured_media":5007,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","format":"standard","blocksy_meta":"","_links":{"self":[{"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/tnc_col_4706_item\/12673"}],"collection":[{"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/tnc_col_4706_item"}],"about":[{"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/types\/tnc_col_4706_item"}],"replies":[{"embeddable":true,"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/comments?post=12673"}],"version-history":[{"count":1,"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/tnc_col_4706_item\/12673\/revisions"}],"predecessor-version":[{"id":12724,"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/tnc_col_4706_item\/12673\/revisions\/12724"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/media\/5007"}],"wp:attachment":[{"href":"https:\/\/patrimonio.art.br\/opocedoc\/wp-json\/wp\/v2\/media?parent=12673"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}