Ensino de literatura indígena na educação básica: provocações decoloniais na formação de professores de língua portuguesa

Abstract

This work aims to investigate a socially and culturally relevant theme within the school environment and seeks to analyze the teaching of Indigenous literature in Basic Education, with the goal of proposing a teacher training course in Portuguese Language from a decoloniality perspective. To this end, we delimited our research to the educational setting of a municipal public school in São José de Ribamar-MA, through which we examined how Indigenous literatures are addressed in the adopted textbooks, as well as discussed the main factors influencing how Portuguese Language teachers value these literatures. Thus, the following questions guided our investigation: how are the contents regarding the teaching of Indigenous literature addressed in Portuguese Language textbooks? What are the main factors influencing how Portuguese Language teachers value these literatures? How can we provide pedagogical training from a decoloniality perspective for the teaching of Indigenous literature? Therefore, this research is characterized as documentary and a case study, with a qualitative approach, supported by Decolonial Studies, with theoretical anchors that dialogue with interculturality and literature authored by Indigenous peoples, through authors such as Quijano (2005), Freire (2020), Walsh (2019), Munduruku (2017), Dorrico (2020), among others. For data systematization, we used the perspective of content analysis, proposed by Bardin (2016), in articulation with the analytical orientation based on discourse studies developed by the Bakhtinian circle, using the categories of dialogism and responsiveness. The results highlight the silencing of Indigenous literary authorship in the Portuguese Language collection, with the identification of only one literary text and three interpretive questions in the 6th-grade book. In the other books, we observed only the presence of texts that address Indigenous themes. These gaps contribute to the invisibility of Indigenous literary productions. Semi-structured interviews conducted with Portuguese language teachers reveal the absence of continuing education programs promoted by the education department, a lack of teaching materials that include these literary texts, and the absence of projects focused on indigenous themes. As a Technical Technological Product, we propose a continuing education course for teachers, aiming to foster dialogue on anti-racist and intercultural education, an increasingly urgent need in a multiethnic country with broad cultural diversity, such as Brazil.