The performance of egress students from the Teko Arandu indigenous intercultural graduation course in the south cone of Mato Grosso do Sul

Abstract

The indigenous school education outlines the educational policy of specific training for indigenous teachers in Brazil. Indigenous teachers are qualified to build, with their communities and partners, the particular identity of their indigenous schools. The objective is to map the Guarani/Kaiowá teachers, graduates of the Teko Arandu Intercultural Indigenous graduation course - (Living with Wisdom), from the five classes graduated between 2011 and 2018 by the Federal University of Grande Dourados (UFGD). With empirical research of ethnographic and documentary type, were produced quantitative and qualitative data on the students, analyzed from the perspective of critical interculturality. The egress students were identified in the archives of the academic secretariat of the UFGD and the course; the documentary research was completed through a dialogue with teachers of the graduation course, to verify municipalities/indigenous lands/communities from where these graduates came to the UFGD. The second phase prioritized the fieldwork in the municipal secretariats and the indigenous schools’ spaces of collection of stocking data. It appears that, from the 225 graduates, 90.6% were working in the indigenous schools in the South Cone Ethno-educational Territory in 2018; 38.2% were public servants, and 61.8% were hired through contract.