Abstract:
We analyze the tensions that arose from the meeting between academic culture and traditional knowledge in an Intercultural Course for Indigenous Educators (FIEI) of the Faculty of Education of Universidade Federal de Minas Gerais. In 2015 the discipline "The Relation with Knowledge" took place, with the purpose of starting the Course with the following question: "How do we know things?" We seek the discourses of indigenous students about the nature of scientific and traditional knowledge. The data of the discussions were recorded in a field diary. We observed both the ways in which students explained the approximation between the two ways of producing and validating the knowledge in play as we perceived two moments in which the students' voices were silenced. What caused this silence, since the classes were designed to be interactive and dialogical? We believe that explaining these situations provides important contributions to understanding interculturality in courses for indigenous teachers.
Keywords:
Border culture; Indigenous education; Teacher education