Resumo

RUSSO, Kelly; MENDES, Leila de Carvalho  e  FERNANDES, Gabriela Nunes. Literacy challenges in the context of indigenous schools. Educ. Puc. [online]. 2020, vol.25, e204928. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v25e2020a4928.

In this article, we propose some reflections on the different models of thought, linguistic ideologies, and tensions present in the relationship between orality and writing in the context of indigenous communities in Brazil. The analyzes were carried out between September and November 2019 based on the bibliographic survey on two of the main academic platforms in Brazil (Scientific Electronic Library Online and Catálogo de Teses e Dissertações da Capes). We present some aspects that we consider fundamental in literacy development in indigenous communities: the specificity of intercultural education, the heterogeneity of the ethnicities, the definition of school and curriculum. We consider that the modes of thought, as proposed by Brunner, need to be brought up for discussion in order to dialogue with recent studies on the literacy of indigenous peoples. The language, in a Bakhtinian perspective, is a constituent of culture, while the subject is immersed in it. It is also important to consider that the epistemological challenges surrounding literacy and the acquisition of writing in the context of intercultural and indigenous schools are closely related to the debate on relations of inequality, the hierarchies produced around linguistic ethnocentrism, and the necessary reflections aimed at identity reconstruction in this context.

Palavras-chave : Indigenous literacy; Indigenous school education; Elementary Education; Teacher training.

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