Abstract
Although the right to a specific, differentiated, bilingual, and intercultural teacher training for indigenous people is guaranteed by the Brazilian legislation, they are not always effective, hampering the development of educational and training processes for these people. Thus, this study aims to survey education policies and the teaching career of indigenous people in the State of Rondônia from 1988 to 2018, and analyze them from the perspectives of the managers of the Indigenous School Education (EIS) of the state. Data were collected by means of semi-structured interviews and documentary research and analyzed in the light of Bardin’s (2011) content analysis and categorization. The results reveal the progress of the teacher education policy and specific career plan for indigenous people in the state. Despite the evident bureaucracy in these policies effectiveness and progress, indigenous organizations played a key role in the development of education and training policies for these peoples.
Keywords:
Indigenous; Teacher Training; Policies; Legislation