A literatura indígena no contexto escolar: caminhos para formação de leitores

Abstract

This research, with a qualitative and interventional nature, presents a methodology on reading reflections on literary texts written by indigenous voices, whose focus is the formation of multicultural readers among students in the final years of Middle School. Through the research, we intend to promote new directions for the study of the literature of original peoples in educational institutions that highlight infrequent pedagogical actions as a perspective, even though Law n.º 11.645 (Brasil, 2008) indicate other biases. Thus, the objective is to expand the affective and social reality based on the culture of indigenous ethnicities, with a view to demystifying exotic and pre-conceived views since the Brazilian colonial era, through Eurocentric narratives visualized, above all, in Indianist literature in Brazil. To this end, it was necessary to organize workshops as strategies for the practice of reading and textual production associated with the short stories from the works “Meu vô Apolinário: um mergulho no rio da (minha) memória” and “História de Índio – uma quase-biografia”, both by indigenous writer Daniel Munduruku. In addition to these books, there are approaches with other genres and technological tools for the final production of students from two eighth-year Middle School classes at a state school located in the state of Rio de Janeiro, Brazil, in which the research context takes place. Such proposals will be available in the activity notebook attached to the project studies, which can be used by other teachers at the institution where the researcher works and other professionals committed to the same approach. To this end, the theoretical foundation included authors such as Barbier (1985), Bortoni-Ricardo (2004), Candido (2011), Correia, Danner and Dorrico (2018), Dolz, Noverraz and Schnewly (2004), Graúna (2013), Rojo (2012), Thiél (2012), Thiollent (2011) and Todorov (2020), in addition to legal documents that deal with indigenous literature. The relevance of the study lies in the possibility of a more effective contact with the “indigenous short story” genre, capable of helping to awareness and respect for a marginalized and unknown literature by the majority of students and teachers, whose theme is relevant to the debate in the school environment, in order to contribute to the identity formation of readers and promote Brazilian indigenous culture in this scope.