Narratives from participants in the Introduction to Indigenous Peoples' Health Course: protagonism and diversity for work in indigenous contexts

Abstract

There is a demand for training professionals to work in indigenous health contexts and indigenous protagonism is growing in different fields of knowledge to address their own sociopolitical issues. This article presents a documentary analysis with a qualitative approach and thematic content analysis. The documents analyzed were narratives written by participants in the Introduction to the Health of Indigenous Peoples course, offered by a university, with the participation of indigenous and non[1]indigenous people, leaders, health workers and students from different regions of Brazil. Three categories of experiences were analyzed: indigenous presence and protagonism in the course experience; learning in the encounter of diversities with active teaching-learning methodologies; training for work in indigenous health. It was noticed that the use of active methodologies enabled a participatory course, valuing indigenous presence and protagonism. It presented an innovative way by offering spaces for knowledge construction and professional training in an accessible way, in a remote model, valuing the different knowledge and trajectories of the participants.

Keywords

• health of indigenous populations
• health education
• training of human resources in health
• indigenous peoples
• problem-based learning