EXPERIENCE REPORT: DIALOGUES BETWEEN KNOWLEDGE IN THE INTERCULTURAL INDIGENOUS LICENSURE PROGRAM OF URUÇUÍ – PI

Abstract

This paper analyzes the experience of teaching the course Policy and Organization of Basic School Education for the cohort of the Intercultural Indigenous Teaching Degree Program at the Uruçuí Campus, state of Piauí, linked to the National Training Program for Basic Education Teachers (PARFOR) of the Federal Institute of Piauí (IFPI). Based on a methodological framework of critical autoethnography and research-training, supported by participant observation, field notes, document analysis, photographic records, and oral narratives from 30 trainees — including indigenous teachers from the Akroá-Gamella and Gueguê peoples, as well as non-indigenous professionals seeking qualification to work in intercultural education — this paper investigates how these subjects reinterpret, negotiate, and resignify public educational policies from their own cultural references and experiential knowledge. The dialogue with authors such as Boaventura de Sousa Santos, Catherine Walsh, Pierre Bourdieu, and Gersem Baniwa allows us to understand that teacher training focused on intercultural education cannot be reduced to the transmission of state regulations; instead, it constitutes a space of epistemic dispute, resistance to the coloniality of power, and mutual learning among different subjects. The findings indicate that articulating legislation, theory, and community-based experiences strengthens indigenous teacher protagonism and reaffirms the principle of education as a collective right, while also showing that the presence of non-indigenous trainees can broaden the debate on diversity and equity in basic education.