INDIGENOUS MAJOR EDUCATION: ANALYSIS OF INDIGENOUS DISCOURSE ON THE ROLE OF NON-INDIGENOUS TEACHERS IN THEIR ACADEMIC FORMATION

Abstract

In this article, we mobilized discourse analysis resources to analyze how indigenous people from two ethnic groups (Gaviao and Surui Aikewara) perceive the role of the non-indigenous teacher in their academic formation, aiming to understand how they see the teacher's intervention, which was formed in another culture, with a different way of being and living, in their culture. We investigated, from a generating question, how the indigenous perceives the relation indigenous/non-indigenous in the formation of the indigenous teacher. The results show how much the indigenous values the interculturality based on respect and recognition of each people's knowledge.