Technical and Professional Training in Nursing for Indigenous Populations in the Amazon: Challenges, Advances, and Perspectives

Objective: The objective of this study is to investigate intercultural and professional education aimed at indigenous peoples in Brazil, with the purpose of analyzing the implementation of pedagogical practices that respect and integrate the cultural specificities of these communities. Theoretical Framework: The study is based on the National Curricular Guidelines for Indigenous School Education (BRASIL, 2012) and concepts of interculturality, as proposed by Apinajé (2017). The research also draws on theories related to indigenous epistemology and discussions on the role of professional education in social emancipation. Method: The methodology adopted was qualitative, including document analysis and interviews with graduates and faculty from technical courses aimed at indigenous communities. Data collection involved the use of questionnaires and semi-structured interviews. Results and Discussion: The results revealed that, despite the existence of a strong legal framework, significant challenges remain in applying truly intercultural and specific education. Technical courses, such as those in indigenous nursing, have made progress in valuing traditional knowledge, but face resistance both within and outside indigenous communities. The discussion highlighted the need for a broader and more integrated approach that considers cultural diversity in its entirety. Implications of the Research: The implications of this research suggest the importance of more inclusive educational policies that respect the cultural specificities of indigenous peoples and expand the offering of intercultural technical courses. Additionally, the research points to the need for ongoing training of educators with an intercultural perspective. Originality/Value: This study contributes to the literature by emphasizing the relevance of pedagogical practices that integrate indigenous and professional knowledge, promoting a more just and representative education. The research holds value by proposing a model of professional education that respects and strengthens indigenous identities.