O silenciamento da temática formação continuada do professor não indígena que atua em escolas indígenas
DOI:
https://doi.org/10.14393/REPOD-v14n1a2025-76521Palavras-chave:
Professores não indígenas, Educação Escolar Indígena, Formação ContinuadaResumo
Trazem-se, neste artigo, os resultados de uma pesquisa que analisou como a temática da formação continuada de professores não indígenas vem sendo explorada, visando contribuir para uma reflexão mais ampla sobre as necessidades e desafios da atuação docente na educação escolar indígena. O estudo tem como objetivo geral investigar a produção nacional sobre esse tema, buscando mapear pesquisas na pós-graduação brasileira e discutir as características da formação continuada oferecida aos professores não indígenas que atuam em escolas indígenas. Para alcançar os objetivos propostos, adotou-se uma abordagem metodológica de revisão sistemática de teses e dissertações produzidas entre os anos de 2011 e 2021. Os resultados encontrados apontam para um problemático silenciamento de pesquisas que tenham como foco a formação e/ou a atuação de professores não indígenas que atuam junto a alunos indígenas.
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