Formation teacher and Guarani Kaiowá: relations between territoriality, processes own learning and school

Abstract

This paper is a preliminary presentation of the results of the Project of the Observatory of Indigenous Education (submitted to the Public Bidding 001/2009-CAPES/DEB/SECAD/INEP, TEACHER AND INDIGENOUS GUARANI KAIOWÁ in Mato Grosso do Sul: relations between territoriality, their own learning processes and indigenous education. The intention to bring this issue of indigenous teacher training aims to allow different views to a land which is ultimately the pedagogical practice in particular sociocultural contexts, as well as provide visibility to indigenous education. Studies on their own learning processes in Brazilian indigenous population in the context of their peculiarities and territoriality have been scarce, especially taking into account the specific aspects of these processes as a method / ways of teaching and learning, transferred to the obligations and responsibilities of the indigenous school and specific differentiated from an intercultural perspective, whose dynamics is given from the movements of perception and understanding of the world and herself. The ongoing research indicates that the expectation of participation of local knowledge in everyday indigenous school, and the political nature of respect for difference, is the assumption that interculturalism requires procedures to ensure that: deterritorialise the statement of the dominant cultures that historically have placed as to be transmitted only by appropriating the same what relevance it has to autonomy of every people and at the same time, consider the so-called traditional knowledge in a context historically dynamic and ongoing process of translation and reinterpretation.