CRITICAL INTERCULTURALITY IN THE EDUCATION OF INDIGENOUS TEACHERS: ASSUMPTIONS FOR THE CONSTRUCTION OF AN IDENTITY OF RESISTANCE

Abstract

It is important to emphasize, from the outset, that the intended scope of this article is to proceed with an analysis of critical interculturality in the training of indigenous teachers, encompassing, for this purpose, the assumptions that are intrinsic for the competent construction of an identity of resistance. This time, through a theoretical and empirical approach, the discussion is about the way in which teacher training is able to promote the incorporation of practices, as well as intercultural knowledge, which are effectively capable of strengthening both the cultural identity and the effective resistance of indigenous peoples. It cannot be forgotten that critical interculturality is not only linked to the coexistence of cultures, in view of its incessant search for a deeper and more transformative dialogue, which is effectively capable of challenging not only existing power structures, but also promoting social justice. When it comes to the training of indigenous teachers, there is, therefore, a manifest contribution regarding the preservation and revitalization of indigenous cultures, in addition to, consequently, promoting the training of educators to work in the community.