The purpose of this work is to point out some experiences in relation to the proposal and formalization of the Pedagogy Course, aimed at training indigenous teachers. It aims to identify the principles that underpin the proposal for intercultural and bilingual training for indigenous students. The theoretical basis that permeates this discussion is based on the Law of Guidelines and Bases of Education No. 9394/96, the National Curriculum Framework for Indigenous Schools, and the National Curriculum Guidelines for the Training of Indigenous Teachers in Higher Education. The proposed methodology is centered on qualitative research focused on document analysis, as well as systematic review, based on policies for teacher training in higher education. The Pedagogy course: intercultural and bilingual training for indigenous teachers in Paraná is offered in the municipality of Nova Laranjeiras, in the Rio das Cobras Indigenous Lands. It caters for students from some ethnic groups, such as the Kaingang, Guarani and Xetás. Aiming for specific training in each dialect, since they have language teachers. The course is a special project linked to the Department of Pedagogy/DEPED/G at the Midwestern State University/UNICENTRO, coordinated by LAECI, the Rural and Indigenous Education Laboratory, and includes teachers from various departments. The proposed results of this course were the training of numerous indigenous teachers, who are now able to take part in public tenders to work in indigenous schools in the state of Paraná.
Solange Aparecida de Oliveira Collares (Thu,) studied this question.