O discurso sobre o indígena e sua cultura nas produções escritas de alunos do Ensino Fundamental

Abstract

This work proposes to analyze how the indigenous and their culture are signified in oral and written productions in a set of texts by students in the 6th and 7th Years of elementar school in a public school located in a region of extensive indigenous population in the past and which currently preserves memory spaces of that culture attached to the school and its history. During the classes of the Textual Production discipline and for the execution of this research, several reading activities, vídeo exhibitions, interviews, conversation circles and writing of texts were proposed focused on the theme of indigenous culture in the presente day and in the past, with the objective of analyzing how students produced meanings regarding these issues, and, simultaneously, to promote awareness regarding the theme. The research was based on the theoretical approach of Materialist Discourse Analysis (PÊCHEUX, 1969; ORLANDI, 1983; 1998) in dialogue with studies that adopt the decolonialist perspective (BALLESTRIN, 2013; QUIJANO, 2009; MIGNOLO 2005). The construction of texts that materialize discourses attributing, through discursive formations, possible meanings arising from the Tupi-Guarani indigenous culture and/or a refusal in relation to these meanings. As for the corpus analysis, the approach of the theoretical assumptions of Materialist Discourse Analysis was adopted. The nature of the research was qualitative, and the analysis under takens ought to perceive the affiliations of meanings and how the subjectis questioned by ideology and Other constructed discourses, that is, by a memory of what hasal ready been said and how it canbe inscribed in materiality texts produced by the students. After the analysis, activities were proposed that aim to further promote the possibility of othermeanings for indigenous issues and their culture in Brazil.