As concepções de professoras e professores indígenas das etnias (Bororo, Nambikwara, Paresi, Chiquitano e Umutina) sobre crianças e infâncias indígenas

Resumo Este artigo apresenta os resultados de uma pesquisa de Mestrado em Educacao cujo proposito principal foi estudar as concepcoes de professoras e professores indigenas sobre a crianca e a infância indigenas. A pesquisa qualitativa exploratoria sistematiza os dados das entrevistas realizadas com 13 professoras e professores indigenas dos povos: Bororo, Umutina, Paresi, Chiquitano, Nambikwara em processo de formacao continua. Buscamos entender a especificidade e a identidade do ser professor indigena ao mesmo tempo em que esses nao se separam de seus outros papeis de educadores da crianca como maes, avos e tios, mas articulando a atuacao docente na alfabetizacao e os reflexos da acao da escola numa sociedade que impoe seus processos de colonizacao e negacao de suas formas especificas de ser indigena. Percebemos nas concepcoes das professoras e professores indigenas 3 (tres)  tipos de criancas indigenas: a crianca sendo crianca, crianca no povo e crianca na escola, manifestaram modos de ver as criancas como seres da complexidade sociocultural e de multiplas identidades como a crianca-crianca; a crianca-povo; a crianca-aluno e essas sao contribuicoes importantes no processo de educacao para reconhecer a diferenca e a diversidade de cada povo. Palavras-chave: Crianca Indigena. Infância. Educacao Intercultural. The conceptions of indigenous teachers and teachers of the ethnics (Bororo, NAMBIKWARA, Paresi, Chiquitano and Umutina) about children and indigenous children Abstract This article presents the results of a Master's Degree in Education research whose main purpose was to study the conceptions of indigenous teachers and teachers about indigenous children and childhood. The exploratory qualitative research systematizes data from the interviews with 13 indigenous teachers and teachers of the peoples: Bororo, Umutina, Paresi, Chiquitano, Nambikwara in the process of continuous formation. We seek to understand the specificity and identity of being an indigenous teacher at the same time that they do not separate from their other roles as child educators as mothers, grandparents and uncles, but by articulating the teaching performance in literacy and the reflexes of school action in a society that imposes its processes of colonization and denial of its specific forms of being indigenous. We perceive three types of indigenous children in the conceptions of indigenous teachers and teachers: the child being a child, a child in the village and a child in school, manifested ways of seeing children as beings of socio-cultural complexity and of multiple identities, such as child-; the child-people; the child-student and these are important contributions in the education process to recognize the difference and diversity of each people. Keywords: Indigenous Child. Childhood. Intercultural Education.