Cultural Diversity and Indigenous Peoples: Perspectives on Teacher Training in Boa Vista, Roraima-Brazil

This article explores intercultural perspectives in teacher training for educators working with Indigenous peoples in Boa Vista, Roraima, Brazil. Using a mixed-methods approach, we analyzed academic publications, curricular studies, and official documents on Indigenous education. Qualitative analysis highlighted the nuances of intercultural relations in education, while quantitative data organized demographic and educational indicators. Results emphasize the need for teacher training that harmonizes traditional Indigenous knowledge with academic content. Incorporating intercultural methodologies enriches educational environments and preserves cultural identities. We conclude that pedagogical practices valuing Indigenous students’ experiences are crucial, especially given historical tensions between Indigenous communities and schools.