A literatura indígena no ensino fundamental: uma experiência na escola do campo

Sumario: This paper aims to study the reception of indigenous literature in a countryside school. Our main purpose was, in the perspective of literary literacy, to develop a work of literary education based on the reading of some indigenous papers originated from different ethnicities, centered on the book “ Meu vô Apolinário: Um mergulho no rio da (minha) memória”, by Daniel Munduruku, with some elementary school students.To achieve this, a didactic sequence was developed and applied, especially with indigenous narratives, dialogues with other genres that dealt with indigenous culture, such as: poetry, legends, music, visual arts, in order to enrich the students’ cultural universe and enhance the indigenous tradition, in addition to encouraging reading practices in this meaning. The study consisted of a qualitative research, of the action type, with an ethnographic approach, which sought to know the indigenous culture and tradition, focusing on the Potiguara ethnicity, and to analyze how primary school students would receive indigenous culture in a methodological approach that aimed at the formation of the critical and creative student, the one who works in the social environment in which he is in. For this purpose, observation, interview, questionnaire and image capture were used as data collection instruments. The research took place at Cícero Correia de Meneses Municipal School located in a countryside area of Campina Grande city, state of Paraíba. The collaborators in this study were the students and their teacher from the 5th grade of that school. This research has been theoretically and methodologically supported by Cosson (2006), Graúna (2003), Jauss (1979), Bordini and Aguiar (1998), as well as in the indigenous literature of Daniel Munduruku (2012), Thiél (2012), and of some legal documents that deal with indigenous education. In view of the results obtained from the pedagogical intervention, it can be concluded that literary literacy is relevant in promoting discussions about indigenous literature, contributing to the social and cultural recognition of indigenous peoples as a subject of law. The results suggest that the practice of literary literacy is an effective possibility in approaching indigenous literature. From the results of the pedagogical intervention, it was concluded that Daniel Munduruku’s text, based on the sequence’s guideline and due to his memorialistic aspect, enchanted students and allowed our readers to meet, via literature, with others subjects, the indigenous one. Therefore, the experience performed proved to be relevant because it contributed to increase the interest of the reader in the literature on indigenous themes, consequently, to foster the social and cultural recognition of indigenous peoples and their rights.