Teacher Education and its Relations with Culture and Society: indigenous school education at the center of attention

Abstract

This paper reflects the current situation surrounding indigenous teacher education by means of the construction of a dialogue among three educators, two of them nonindigenous educators involved with indigenous school education and one indigenous educator committed to the education of his people. Teacher education, situated in a socio-cultural way, is the center of attention in this paper. “Listening” as a way of talking with the “other” is one of the theoretical focuses of this exercise between teacher educators and teachers, which uses dialogue as a means to increase awareness. In the dialogic process mentione, it was possible to realize how rich a dynamic between educators from different cultural contexts can be. The desire of the indigenous educator and his/her people to contribute their ideas to the construction of the indigenous school became evident. This shows the great challenge for non-indigenous educators seeking to contribute to the organization of the school education of distinct indigenous nations. Keywords: Intercultural Dialogue. Teacher Education. Indigenous School Education.