A interculturalidade dialógica no currículo de linguagens da educação escolar munduruku: a ascensão da literatura indígena

Abstract

The general objective of this thesis is to present a proposal to improve the language curriculum of Munduruku school education, from an intercultural perspective, to meet the sociocultural and ethnolinguistic needs of the Munduruku people. This research is guided by the dialogic method, developed mainly by Mikhail Bakhtin (2003), Valentin Voloshinov (2017) and Pavel Medvedev (2012). As a technique, this investigation relied on dialogic ethnography – based on the dialogic method – and which covered both documentary research and field research, whose research locus was the Ester Caldeira Cardoso Indigenous State School, located in the Kwatá village, in Rio de Janeiro. Canumã, belonging to the municipality of Borba, in the Amazon. The interview was the main instrument of dialogic ethnography. As for the corpus, it is composed of two official documents that guide Munduruku school education and fifteen enunciative acts that have fifteen Munduruku enunciators as their source: the cacique; the manager; nine students and four teachers. This research defends the thesis that the Munduruku claim an emancipatory dialogical interculturality for the language curriculum of Munduruku school education. As a contribution to the improvement of this curriculum, this thesis proposes indigenous literature as an interesting response to the needs of the enunciators of the language curriculum of Munduruku school education.