As questões indígenas e a escola: a presença da literatura indígena na sala de aula de língua portuguesa

Abstract

This research aims to carry out a study about the teaching of indigenous literature at the Escola Estadual Indígena José Carapina, Indigenous Land - Geripancko, Pariconha - AL, analyzing how the teaching of indigenous literature is approached in the classroom. For this, a bibliographical and qualitative research was carried out through a questionnaire, with the school's teachers, in order to observe how teaching and the presence of indigenous literature in the school take place, questioning teachers and students. Thus, we consider that literature should be inserted in the classroom, not only in indigenous schools, but in all schools, so that students can get to know the different types of literature existing in our country. It was noticed through the research in the José Carapina Indigenous State School and in the bibliographical review for the theoretical basis of this work that much of what is written in the Brazilian Education Law is still not specified in the teaching of Portuguese in the classrooms of indigenous schools . This research awaits the need to encourage literature on indigenous authorship in Brazil. To support the research, studies by Bosi (2006), Candido (1999, 2000), Fontan (2017), Graúna (2021) and Roncari (2001) were used.