Ação saberes indígenas na escola: alfabetização e letramento com conhecimentos indígenas?

Abstract

This research was developed in the Graduate Program in Education of the Faculty of Education of the Federal University of Amazonas - FACED / FUAM, under the title "Action Indigenous Knowledge in School: Literacy and teaching with indigenous care?" The objective was to analyze how indigenous knowledge is approached in pedagogical practices within the project "Action on Indigenous Knowledge in School - AIKS", coordinated by the Federal University of Amazonas (FUAM). The research focused on the insertion of indigenous knowledge in the indigenous school based on the experiences developed in the Continuing Education Courses of indigenous literacy teachers. The paper contextualizes literacy and teaching in Indigenous School Education, highlighting the historical process of exclusion of indigenous knowledge. The research discusses the proposal of literacy and teaching of indigenous children, based on indigenous knowledge in the pedagogical perspective of community organization, multilingualism and interculturality. The methodology adopted is institutional ethnography (ESCOBAR, 2007), supported by research and analysis techniques of AIKS / FUAM guiding documents, teaching plans and reports of trainers, final coordination reports, records of teaching experiences by the researcher as a trainer of AIKS / FUAM and the didactic materials produced by the trainees during the formative stages. From the institutional point of view, studies and research indicated that the experience was theoretically and pedagogically very innovative, socially relevant and legitimized, but with many weaknesses and methodological and managerial limitations. From the point of view of the insiders (indigenous peoples), the results showed that the proposal is the inversion of the colonizing school by bringing ethnocognitions as a basis to promote literacy and indigenous teaching, with the differential of not excluding non-indigenous knowledge, but to articulate them in the purpose of strengthening the ethnic-cultural diversity involved in the school environment. As for the schooling of indigenous knowledge based on teaching plans, the theoretical contribution still places high value on non - indigenous scientific knowledge. The methodology used does not fully corroborate important aspects of the proposal as the effective participation of the wise and knowledgeable of indigenous science. The innovations perceived from the single published and unpublished didactic material reveal the valorization of non-indigenous scientific methods based on the Freirean pedagogy of writing, not appearing in the material the use of oralized indigenous pedagogies. The research concludes that the attempt to approximate indigenous knowledge has been effective and presents positive results in the formation of the teacher, or in the production of teaching material, but surrounded by challenges ranging from the specific formation of the trainer, technical-administrative and reaching the treatment or didactic (dis) treatment provided to the materials constructed. The greatest challenge continues to be administrative, political and financial order that neutralize or even unfeasible well effective and conceptually well-designed initiatives.