<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932020000100306</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v25e2020a4928</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios para a alfabetização no contexto das escolas indígenas]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy challenges in the context of indigenous schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Russo]]></surname>
<given-names><![CDATA[Kelly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Leila de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Gabriela Nunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Centro de Humanidades e Educação Faculdade de Educação da Baixada Fluminense]]></institution>
<addr-line><![CDATA[Duque de Caxias RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932020000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932020000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932020000100306&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, propomos algumas reflexões sobre diferentes modelos de pensamento, ideologias linguísticas e as tensões presentes na relação entre oralidade e escrita no contexto do ensino da língua portuguesa e do processo de alfabetização em comunidades indígenas no Brasil. A partir do levantamento bibliográfico realizado entre setembro e novembro de 2019, em duas das principais plataformas acadêmicas existentes no país (Scientific Electronic Library Online e Catálogo de Teses e Dissertações da Capes), apontamos alguns aspectos que consideramos fundamentais no desenvolvimento de propostas de alfabetização entre comunidades indígenas, entre eles, a singularidade da escola diferenciada, a heterogeneidade dos povos, a definição de escola e de currículo e o reconhecimento de que, como tantos outros, constitui-se em um campo de lutas em um contexto de minorias étnico-culturais em relação à sociedade envolvente. Consideramos que os modos de pensamento, tal qual proposto por Brunner, precisam ser trazidos para a discussão para dialogarmos com estudos recentes sobre a alfabetização de povos indígenas, uma vez que a língua, em uma perspectiva bakhtiniana, é constituinte da cultura, ao mesmo tempo em que o sujeito se constitui mergulhado nela. Também é possível considerar que os desafios epistemológicos em torno da alfabetização e da aquisição da escrita no contexto das escolas interculturais e indígenas possuem estreita relação com o debate sobre relações de desigualdade, das hierarquizações produzidas em torno do etnocentrismo linguístico e as necessárias reflexões voltadas para a reconstrução identitária nesse contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização indígena]]></kwd>
<kwd lng="pt"><![CDATA[Educação escolar indígena]]></kwd>
<kwd lng="pt"><![CDATA[Educação Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Indigenous literacy]]></kwd>
<kwd lng="en"><![CDATA[Indigenous school education]]></kwd>
<kwd lng="en"><![CDATA[Elementary Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
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