INTERCULTURAL LITERACY AND SCHOOL NOTEBOOKS: WHAT IS THE PATH OF LEARNING FROM INITIATION TO WRITTEN CULTURE AT THE INDIGENOUS ZORÓ SCHOOL?

Abstract

This article aims to present the partial results of the Research Project PIBIC Af Intercultural literacy: What evidences the notebooks of the indigenous children Zoró-Pangyjej and Gavião-Ikolen? An investigation carried out at UNE, Campus Urupá of Ji-Paraná in the Undergraduate Course in Intercultural Basic Education. The main purpose was to analyze how the process of acquiring written language occurs in the Zoró context, through the methodological procedures made possible by documentary and narrative research. The source of the data was ten (10) school books of indigenous children enrolled in two municipal public schools of the villages Anguj Tapua and Zawã Karej in the Zoró Indigenous Land, located in the municipality of Rondolândia, state of Mato Grosso, from 2018 to 2019. The results indicate that the literacy process takes place by prioritizing the Pangyjej indigenous language, starting with the presentation of the 20 letters of the Pangyjej alphabet, with decipherment and memorization exercises evidencing anchoring in empirical conceptions with activities based on the models of the booklets, as: dotted cover, excessive copies and phrases. On the other hand, the activities of the schoolbooks show constructivist conceptions, through the production of spontaneous texts, accompanied by drawings/illustrations related to the daily life of the village, as well as the valorization of spellings in indigenous language during the process. We conclude that it is important that literacy be present in the discussions of the community, the school and the training agencies considering the current context of written culture.