Alfabetização Indigena no Brasil revisão de Escopo

Abstract

Indigenous literacy in Brazil faces historical and structural challenges, marked by the erasure of Indigenous languages ​​and the imposition of Portuguese, as well as a lack of contextualized teaching materials and inadequate teacher training. This study conducted a scoping review of the scientific literature on the topic, following the PRISMA-ScR protocol, based on the strategies Population (Indigenous), Concept (Literacy), and Context (School). Databases such as CAPES Journals, SciELO, Google Scholar, and BDTD were consulted, including empirical studies published between 2014 and 2024. Of the 243 studies identified, only six met the eligibility criteria, highlighting qualitative and ethnographic research. The results reveal gaps such as the scarcity of longitudinal studies, the underrepresentation of ethnicities and regions, and the need to systematize Indigenous languages. It is concluded that more assertive public policies, specific teacher training and interdisciplinary research, and above all, funding for interdisciplinary studies that bring together linguists, pedagogues and anthropologists are essential to advance the realization of the right to bilingual and intercultural education.