Experiences with idioms and languages in undergraduate training for indigenous teachers from Brazil and Colombia

Abstract

This article discusses experiences developed by undergraduate training for indigenous teachers, in working with different idioms ​​and languages, based on a doctoral research on the potential and challenges of these programs in Latin America. The specific outline of this work encompasses the potential for working with idioms ​​and languages ​​in four programs in Brazil and one in Colombia. The text presents situations and expressions that show the pedagogical approaches used, in dialogue with other authors, developing the following aspects: cosmological role of idioms ​​and languages, relationship with symbols and rituals, connection with territory, use of different artistic languages, formation of indigenous peoples researchers of their idioms, production of bilingual materials, and elaborations on indigenous literacy. Art is manifested in these programs in complex, interdisciplinary, intercultural, and decolonizing perspectives, constituting works of cultural revitalization and valorization, strengthening of identities, spiritual connection, expression, and political contestation, enhancing links between areas of knowledge. The construction of ideas about bilingual and multilingual indigenous literacy stands out as a fundamental dimension, in the sense of an interdisciplinary and intercultural vision, involving integration between orality, writing, and other forms of expression; appreciation of the family, community, and territory; affective support and respect for the child's world, in a way connected to the collective everyday context and relationship with nature.