Contos populares de tradi??o ind?gena: uma proposta de leitura em sequ?ncia did?tica para as turmas do 9? ano do ensino fundamental

Sumario: This research is in part of the line Theories of Language and Teaching Reading and Text Production: social diversity and teaching practices Theories of Language and Professional Master of Education in Arts – PROLETRAS and addresses the indigenous tales for a proposed didactic sequence in the discursive approach to classes of 9th grade of elementary school. The choice was from reading difficulties presented by the students when they reach the end of primary school, and considering that the indigenous issue has not received much attention in school practices that now limited to address the issue by giving you a general usually on the occasion of the Indigenous Day celebrations (April 19) now presenting stereotypes constructed from the sixteenth century period, despite the Law 11.645 / 08. Features that delineate the relevance and justification of the project considering the challenge of encouraging reading and form a multicultural player and make a contribution to the field and to the enrichment of knowledge, not only in the academic world and the teacher as well as for society through the learners of elementary school. The aim of this project is to contribute to the practices of reading through the discursive genre popular tale of indigenous tradition. The theoretical framework was anchored in Mois?s (2013), Bakhtin (2011), Dolz e Schneuwly (2004), Piglia (2004), Vladimir Propp (2002), Sol? (1998), among others. The methodology set up in action research, because detect and discuss a research problem, to then send in a proposal in didactic sequence of folk tales of Indian tradition as a teaching object. The results pointed to the importance of the school to present itself as a mediator in the formation of a multicultural player and understand the diversity of the ethnic background of their country. Thus, the impossibility of definitive findings, the study shows that the didactic sequences mobilize knowledge to gender discursive tale and that there is a need for new proposals for reading and presence of genres and popular tales of Indian tradition as a teaching object. Above all, it is the challenge of recognizing the importance of oral literature and indigenous cultures and their contribution to the formation of Brazilian culture