Projeto Turé (2014-2018): política de formação inicial de professores/as indígenas no Amapá

Abstract

Indigenous school education in Brazil faces the challenge of consolidating itself as a bilingual, intercultural, and community-based practice that respects the knowledge and identities of native peoples. Within this context, the research problem investigated was: In what ways did the Turé Project, as a public policy for the initial training of Indigenous teachers in Amapá, contribute to the consolidation of a bilingual, intercultural, and community-based Indigenous school education? The general objective was to analyze this contribution, while the specific objectives were: (a) to examine how the principles of Indigenous school education were incorporated into the curriculum of the Turé Project – Oiapoque subprogram; (b) to investigate the perceptions of Indigenous teachers regarding the contributions and challenges of the training to their pedagogical practices; and (c) to verify the effects of the Turé Project on teaching practices and on the implementation of bilingual, intercultural, and community-based Indigenous school education. The study adopted a qualitative approach, grounded in historical-dialectical materialism, and involved documentary analysis and narrative interviews with eight Indigenous teachers from the Karipuna and Galibi Marworno peoples, analyzed through content analysis. The results showed that the project strengthened teacher identity, enhanced classroom autonomy, and expanded the pedagogical use of bilingualism, enabling integration between traditional knowledge and school curricula. However, structural limitations persisted, such as the lack of teaching materials in Indigenous languages, insufficient pedagogical support, logistical difficulties, and policy discontinuity. It is concluded that the Turé Project represented a milestone for Indigenous teacher training in Amapá, but its consolidation requires institutionalization, stable funding, production of specific bilingual materials, and community co-management of educational actions.