The intercultural formation of indigenous people in the Agreste and Sertão regions of Alagoas

perspectives of CLIND based on the Mathematics course

Abstract

The article seeks to verify the impact of the Indigenous Intercultural Licensure Courses (CLIND) on the training of Mathematics teachers in the indigenous communities of Agreste and Sertão Alagoano. The study portrays teacher training based on a project with an interculturais bias and its impact on schools and indigenous education. The target audience were managers of indigenous schools. The methodological approach was interpretative-descriptive of the participatory type, based on a bibliographic review covering the understanding of CLIND and indigenous teacher training in the context of communities. The field research used a semi-structured questionnaire with theoretical foundations in Peixoto and Campos (2021), Grupioni (2011) and others, in addition to legais bases such as the Constitution (1988) and LDB (1994). The results demonstrated that the perspective, both of the project and the entry of teachers into indigenous schools, will be fundamental for the indigenous peoples researched because it will enable the strengthening of indigenous school education with the entry of new professionals into mathematics.