The silencing of the discussion about the continuing education of non-indigenous teachers who work in indigenous schools
DOI:
https://doi.org/10.14393/REPOD-v14n1a2025-76521Keywords:
Non-indigenous teachers, Indigenous School Education, Continuing EducationAbstract
This article presentes the results of a estudy that analyzed how the theme of continuing education for non-indigenous teachers has been explored, with the aim of contributing in indegenous school education. The general aim of the study was to investigate national production on this subject, mapping research in Brasilian postgraduate courses and discussing the chacacteristcs of the continuing education offered to non-indigenous teachers working in indigenous schools. To achieve the proposed objectives, a methodological approach of systematic review of Theses and Dissertations produced between 2011 and 2021 was adopted. The results found point to a problematic silencing of research that focuses on the teacher training and/or performance of non-indigenous teachers who work with indigenous students.
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