A literatura indígena e a promoção da diversidade em uma escola pública de Parintins-Am.

Abstract

This study sought to foster students' interest in indigenous literature through the implementation of didactic-pedagogical approaches to playfulness, orality, visual resources, and theatrical practice. Based on this methodological issue, the general objective of this work is to reframe the student perspective on indigenous literature in the school environment and the specific objectives are to identify the prior knowledge of 9th grade students about indigenous literature and culture, promote the reading of indigenous works, and evaluate the impact of reading on the appreciation of cultural diversity. The research, of a qualitative and bibliographic nature, was developed in a public educational institution in Parintins, specifically with 9th grade classes of elementary school II. The short story “As Makukáwas”, written by the indigenous writer Yaguarê Yamâ, constituted the corpus of analysis, allowing the exploration of themes such as empathy, appreciation of cultural diversity, and deconstruction of stereotypes. The theoretical foundation was based on the contributions of Yamã (2012), Minayo (1994), Cosson (2018), Darnton (1992), Spolin (2010), Tardif (2014), Graúna (2013), Munduruku (2018) and Potiguara (2018). The results demonstrated the positive impact of the proposed approach, manifested by the active participation of students in discussions and collective creations, and by a deeper and more critical perception of teachers regarding the relevance of including indigenous literature in the school curriculum. The significance of this research lies in the recognition of indigenous voices as intrinsic components of the Brazilian literary heritage and in the encouragement of respect and intercultural understanding, crucial elements for citizenship formation. In this way, the work contributes to the reflection on the role of the school in promoting plurality and strengthening identities, by proposing pedagogical trajectories that articulate academic knowledge, traditional knowledge and practical experiences in favor of a more inclusive, critical and transformative education.