Tipos e tipologias dos espaços de aprendizagem no PPC do curso de Licenciatura em Formação de Professores Indígenas FACED-UFAM

Abstract

This study addresses the types and typologies of learning spaces present in the Pedagogical Project of the Course (PPC) of the Bachelor's Degree in Indigenous Teacher Training at FACED/UFAM, seeking to analyze how these spaces are conceived in the document and how they contribute to indigenous teacher training. The research problem focuses on the need to identify whether the PPC contemplates formal and non-formal learning spaces in a way that is coherent with the specificities of the training offered by the course. Therefore, the question is: does the course's PPC coherently contemplate formal and non-formal learning spaces, considering the cultural, methodological, and territorial specificities of the indigenous peoples served by the course? In this sense, the relevance of the research lies in evaluating whether the course's guiding document integrates academic and traditional knowledge, fundamental for a differentiated training. The overall objective was to identify and analyze the learning spaces described in the Pedagogical Project of the Bachelor's Degree in Indigenous Teacher Training at FACED/UFAM, verifying their coherence with the indigenous context. Specific objectives included mapping the formal and non-formal learning spaces described in the document; identifying how these spaces are characterized, considering their pedagogical and methodological functions; and verifying to what extent the identified spaces are consistent with the cultural, territorial, and formative specificities of the indigenous peoples served by the course. The research is based on theories about Pedagogical Project of the Course, learning spaces, and intercultural education, adopting a qualitative approach through document analysis of the Pedagogical Project of the Course. The data were organized according to the following categories of analysis: formal learning spaces, non-formal learning spaces, and community spaces, with subsequent interpretation of the data. The results show that the Course Pedagogical Project (PPC) encompasses a diversity of learning spaces, such as classrooms, libraries, laboratories, outdoor areas, and community environments, demonstrating the adoption of a broader conception of educational spaces. It is concluded that, although the document presents important advances, it is still necessary to strengthen strategies for using these environments in indigenous teacher training.