Literatura infantojuvenil indígena para ensino interdisciplinar das Ciências Ambientais

Abstract

The practice of reading narratives from indigenous children's literature, in addition to stimulating learning, promotes the expansion of knowledge. Such practices provide access to different cultures, contributing to respect, appreciation and recognition of diversity. It also offers knowledge about ways of relating to the environment through conservation practices that can favor sustainability. Based on considerations and reflections on the current environmental crisis, the proposal to analyze narratives from indigenous literature, aimed at children and young people, emerged. The intention was to verify the potentialities in the interdisciplinary and contextualized use of the environmental theme, aiming at the elaboration of didactic material to guide elementary school educators, the practice of reading in the early years. In this sense, we opted for a qualitative approach to interpret the cultural and environmental aspects of indigenous narratives and Environmental Sciences. We adopted bibliographical research to improve the theoretical references and to identify reading guidelines for the 5th year of elementary school. The research sought to describe and explain the factors that contribute to the occurrence of the investigated phenomenon. For data collection, we used content analysis as a technique and method, categorized into three stages: pre-analysis, material exploration and treatment of the results obtained and interpretation, supported by ecocritical analysis for attributing meanings between the literature and the environment. In the search for interconnections between indigenous narratives and Environmental Sciences, field research was carried out at the Escola Estadual Santo Agostinho, Lábrea, Amazonas, with students and a teacher from the 5th grade of elementary school, through a reading workshop, divided into three stages: reading aloud and interpretation, drawing and text production, enabling an intercultural dialogue. In this way, the interrelationships of indigenous narratives with the environmental theme were identified, confirming the importance of preparing a didactic manual for reading guidance, interconnecting indigenous knowledge and Environmental Sciences.