<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762022000100262</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2022v20i1p262-278</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Literatura Indígena e Regimes de Conhecimento:]]></article-title>
<article-title xml:lang="en"><![CDATA[Indigenous Literature and Knowledge Regimes:]]></article-title>
<article-title xml:lang="es"><![CDATA[Literatura Indígena y Regímenes de Conocimiento: Xakriabá]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[HORÁCIO]]></surname>
<given-names><![CDATA[Heiberle Hirsgberg]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>262</fpage>
<lpage>278</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762022000100262&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762022000100262&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762022000100262&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo objetiva apresentar a necessária compreensão da indissociabilidade entre Literatura Indígena e Regimes de Conhecimento Indígena para a realização de atividades, nas escolas não indígenas, em observância à Lei 11.645/2008, que inclui &#8220;no currículo oficial da rede de ensino a obrigatoriedade da temática História e Cultura Afro-Brasileira e Indígena&#8221;. O problema que o orienta tem relação com certa concepção que mobiliza a Literatura Indígena de &#8220;modo estanque&#8221; e desconsiderando as dinâmicas próprias que as literaturas desses povos possuem, negligenciando suas diversidades e as diferenças, sobretudo com relação a determinadas literaturas não indígenas. O artigo foi construído a partir de leituras de referências de diferentes áreas, mas, principalmente, da relação do autor deste artigo com as literaturas e com professoras(es) indígenas, especialmente professores e obras Xakriabá.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to present the necessary understanding of the indissociability between Indigenous Literature and Indigenous Knowledge Regimes for carrying out activities in non-indigenous schools, in compliance with Law 11.645/2008, which includes &#8220;in the official curriculum of the education network the mandatory nature of the theme History and Afro-Brazilian and Indigenous Culture&#8221;. The problem that guides it is related to a certain conception that mobilizes indigenous literature in a &#8220;watertight way&#8221; and disregarding the specific dynamics that the literatures of these peoples have, neglecting their diversities and their differences, especially with regard to certain non-indigenous literatures. The article was built from readings of references from different areas, but, mainly, from the relationship of the author of this article with indigenous literature and teachers, especially Xakriabá teachers and works.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo presentar la necesaria comprensión de la inseparabilidad entre Literatura Indígena y Regímenes de Conocimiento Indígena para la realización de actividades, en las escuelas no indígenas, en cumplimiento de la Ley 11.645/2008, que incluye &#8220;en el currículo oficial del sistema educativo la obligatoriedad del tema Historia y Cultura Afrobrasileña e Indígena&#8221;. El problema que lo orienta se relaciona con cierta concepción que moviliza la literatura indígena de manera &#8220;estanca&#8221; y desconoce la dinámica propia que tienen las literaturas de estos pueblos, descuidando sus diversidades y diferencias, especialmente en relación con ciertas literaturas no indígenas. El artículo se construyó a partir de lecturas de referencias de diferentes áreas, pero principalmente de la relación del autor de este artículo con las literaturas y con los maestros indígenas, especialmente los maestros y obras Xakriabá.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[literatura indígena]]></kwd>
<kwd lng="pt"><![CDATA[educação Xakriabá]]></kwd>
<kwd lng="pt"><![CDATA[diversidade]]></kwd>
<kwd lng="en"><![CDATA[indigenous literature]]></kwd>
<kwd lng="en"><![CDATA[education Xakriabá]]></kwd>
<kwd lng="en"><![CDATA[diversity]]></kwd>
<kwd lng="es"><![CDATA[literatura indígena]]></kwd>
<kwd lng="es"><![CDATA[educación Xakriabá]]></kwd>
<kwd lng="es"><![CDATA[diversidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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