Training indigenous and rural teachers: development of alternance pedagogy in indigenous territory

Abstract

The paper aims to understand how community time, an educational system employed in the Buriti Indigenous Village in the municipality of Dois Irmãos do Buriti in Mato Grosso do Sul, Brazil, contributes to the training of rural teachers, in the Rural Education Degree course at the Federal University of Mato Grosso do Sul The arguments are based on the historical-dialectical materialism method, which makes it possible to understand in factually the need to develop actions via pedagogy of alternation. We carried out a field visit where academics and teachers gathered to hear from the school's elders, leaders, and students reports about the resistance that the community exerts over the State. Approaching and appropriating the reality and indigenous cultural heritage is understood as a pedagogical process committed to the construction of a society in which human beings and their needs must be the focus of rural education. The study made it possible for academics to understand the need for actions that interrelate the school, students, and the community.