What do reveal indigenous teachers at the beginning of their careers? A study by the Intercultural Guateka Marçal de Souza State School - Jaguapiru village in the city of Dourados/MS

Abstract

This article originates from the field research developed at the Intercultural Guateka Marçal de Souza State School, in the Jaguapiru Village, in the city of Dourados/Mato Grosso do Sul. Its main objective is to identify elements considered by the indigenous beginning teachers as facilitators or hinders of their initiation into the profession. To capture the potentialities and possible difficulties characteristic of the beginning of teaching, the research was organized in three stages: 1) documentary analysis of the Pedagogical Political Project; 2) application of a questionnaire to all teachers of the selected school; and 3) conducting interviews with five beginning teachers, that is, those who had been teaching for less than five years. The analysis of the collected data indicates difficulties in the initial exercise of teaching. Among them, we highlight the lack of didactic material in Guarani and Terena; absence of support from managers (pedagogical coordinators and directors), and lack of solidarity from colleagues with more experience. Another difficulty found was the community and students' rejection regarding the departure of non-indigenous teachers to allow indigenous teachers to assume the position. Apparently, the insertion of indigenous teachers, in addition to the difficulties indicated by the literature in the area, reveals a scenario with specific characteristics of the indigenous reality.

Keywords

• teacher education
• indigenous beginning teacher
• teaching initiation.