A identidade indígena, o letramento e as tecnologias hipertextuais no Referencial Curricular Nacional para a Educação Indígena (RCNEI)

Abstract

In the context of formal schooling, a number of authors highlight the relevance of education as a crucial element to alleviate the social disconformities faced by ancestral indigenous societies. On the other hand, it is argued that if the legacy of colonialism was a shared manifestation, then the resistance of these social subjects against the acculturation process is not an exclusive issue of indigenous societies. Therefore, decolonialism and the struggle of native communities need to start from a bias that encourages the sharing, collaboration and engagement of various entities that are strongly committed to autonomy and the preservation of the cultural identities of the ancestral communities. Given this premise, we established the general objective of this investigation: To analyze the RCNEI, aiming to understand its implications in the literacy process, based on respect for indigenous identity and orality through hypertextual technologies. Methodologically, the research is based on an applied conceptual theoretical approach. So far, the study has indicated that ancestral societies remain in a cloistered system in which their oral traditions are seen only as mystical and fanciful components; that indigenous identities continue to be at risk, due to the prevalence of Cartesian thinking, which tends to consider that, in order to be declared authentic, the indigenous citizen needs to maintain certain customs; that indigenous oral narratives fall far short of being effectively incorporated into the educational curriculum as scientific categories. What is verified is an attempt to overlap through a national educational program that does not meet the learning expectations of native communities; that hypertext technologies, when employed in a context that aims at social equity, can enable the valorization of orality, and thus, of the indigenous identity.