O Ensino da Língua Portuguesa em contraste da Educação Indígena tradicional e atual na Aldeia Januária

Abstract

This paper addresses the contemporary challenge of Portuguese language teaching in indigenous education, highlighting its evolution and transformations in the context of Aldeia Januária, located in the Rio Pindaré Indigenous Territory, Maranhão (Brazil). Initially, education was permeated by assimilation and acculturation, with standardized curricula and non-indigenous teachers, overlooking the local culture. Currently, there is a quest for an intercultural, bilingual, and participatory approach, valuing indigenous languages and training indigenous teachers. The study aims to investigate how public policies influence the curriculum of Portuguese language teaching in indigenous education, considering possible changes over time. The importance of respecting the culture and knowledge of indigenous peoples is emphasized, avoiding cultural impositions, and the need for education contextualized and adapted to the specificities of each community. The theoretical framework covers the historicity of indigenous education in Brazil, advances in Maranhão, the role of indigenous and Portuguese languages, with references to: Brazil (1988; 1991; 1996; 2018), Grupioni (2015), Lobo (2018), Maranhão (2004; 2021; 2024); Mori (2021); Sousa (2020), among other authors. The methodology involved qualitative research, interviewing members of the school community to analyze the evolution of Portuguese language teaching, contrasting traditional and current indigenous education. The results revealed advances in the training of indigenous teachers, an expansion of the educational system in the village, and efforts to reintroduce the indigenous language. The students’ perspective highlights the importance of both languages to preserve culture and learn comprehensive grammatical structure. Challenges persist in balancing Portuguese language teaching with cultural preservation, emphasizing interculturality and the valorization of indigenous languages. Thus, this study highlights a positive change in the approach to Portuguese language teaching in Aldeia Januária, contributing to understanding challenges and advances in indigenous education. The balance between cultural preservation and education in the Portuguese language emerges as a crucial issue for a more meaningful and respectful educational dialogue