Gêneros orais e escritos que emergem na educação indígena e educação escolar indígena: um olhar sobre os saberes e fazeres docentes da escola Tatakti Kyikatêjê

Abstract

Until the Federal Constitution of 1988, the offer of education for indigenous peoples was aimed at the suppression of their traditional knowledge. Following the promulgation of the Magna Carta and its provisions 231 and 232, which recognized indigenous peoples in their cultural differences as well as possessing their own teaching-learning systems and key holders of their land, there were other official documents such as the Guidelines Act. Bases of Education that guided the need for education in an intercultural perspective, adapting to the demands of the surrounding society, without detaching themselves from their local realities. However, it is known that legal discourse may not necessarily reflect the cultural reality of pedagogical practices in community schools. of indigenous and non-indigenous teachers of the Tatakti Kyikatêjê Indigenous State School of Elementary and High School (EEIEFM), located at kilometer 25, BR 222, belonging to Bom Jesus de Tocantins-PA, to analyze the oral and written genres in order to verify that they are in accordance with the traditional knowledge conveyed within the community. Firstly, we sought to understand indigenous education and indigenous education as complementary in a continuous dialogue of indigenous and non-indigenous literacy; secondly, to realize the importance of social literacy, especially local literacy, in strengthening the cultural identity of the Kyikatêjê people; Finally, to verify what teachers do and know-how are at the service of school education in an intercultural context. Regarding the methodological path, a priori, it is bibliographic in nature, supported by Street (2014) with a view to promoting a break in the conception of unidirectional literacy that reifies a ready and finished model; In this sense, corroborate authors such as Marcuschi (2010), Rojo (2009), Brito (2011), D 'Angelis (2008), among others who provide the basis for a practical application of gender in an intercultural context in valuing local knowledge; In addition, the field research in the community aimed to identify the oral and written genres emerged from the cultural manifestations in the daily life of the community. Given this, it is clear that there is already a work with genres within a perspective of projects developed by indigenous and non-indigenous teachers. On this occasion we analyzed texts contained in the textbooks Hunting and Fishing Poetics and Poetic Comics produced by prof. MSc. Clebson Peixoto; and the narratives of the notorious (old) teachers, contained in the DVD / video of indigenous literacies, produced by the researchers working in the Kyikatêjê community. The research thus proves to be relevant because it can prove in practice whether the legal parameters guide indigenous school education in the communities or only mask a new perspective based on old bases of the colonization process. Keywords: