University Teacher Training in the Amazon: Decoloniality and Emancipation of Indigenous Peoples

Abstract

The article is an excerpt from a doctoral research in progress at the Graduate Program in Education at the Federal University of Amazonas. Two central questions motivated us to ask: what is the importance of teacher education in view of the Amazon's pluriversity in the university? How do you see the role of decolonization in the educational sphere in relation to indigenous peoples who are part of the university dynamics? We discuss the multifactorial challenges in this scenario, raising, in current times, to understand them as an exercise of continuous reflection, which imposes on us an always critical reading in the investigation and problematization around teacher reflexivity in the face of formative praxis questioning the remnants of colonization in the university educational context, seeking greater openness to decolonization with the indigenous peoples of the Amazon and as Amazonian trainers. In this way, academic training for Amazonian subjects, such as indigenous peoples, goes from being uncomfortable, from what to do, from insecurity, from invisibility to the correlation of pedagogical political forces, where the institution and the instituted in the midst of dialogue with these subjects become aware of their differences.