INDIGENOUS TEACHER TRAINING AND PIBID EQUITY: RESIGNIFYING PEDAGOGICAL PRACTICES

Abstract

This article analyzes an initial training experience for Indigenous teachers within the Institutional Teaching Initiation Grant Program - PIBID, Equity modality. The activity was developed by undergraduate students of the Indigenous Teacher Training program - FPI, who critically analyzed the Caderno do Futuro de Língua Portuguesa (Portuguese Language Future Notebook), designed for first-grade elementary school students. The students identified inadequacies in the material regarding the sociocultural and linguistic reality of their communities and, based on this critique, developed a proposal for pedagogical redefinition, incorporating elements of their territories, languages, and cultural practices. The study adopted a qualitative, participatory, formative-reflective approach, recognizing the students as protagonists of the process. The results indicate that the redefinition of teaching materials, more than a technical adaptation, constitutes a political-pedagogical act of resistance, in dialogue with critical interculturality and decolonial pedagogy. It is concluded that the experience contributed to the autonomy of the undergraduate students and to the appreciation of indigenous knowledge, reinforcing the potential of PIBID Equidade as a public policy for differentiated teacher training.