A cultura indígena na sala de aula: poesia indígena como instrumento de apaziguamento e interação

Abstract

In accordance with the educational guidelines that mandate the teaching of Afro-Brazilian and Indigenous history and culture in all Brazilian schools, this research aims to develop a Didactic Unit on the history of Indigenous culture in the classroom. The objective is to improve Portuguese language teaching through interdisciplinary and playful practices anchored in Indigenous poetics, promoting reading and writing proficiency, socioemotional skills, student protagonism, and a critical intercultural education, in dialogue with an ancestral perspective that recognizes Indigenous literature as a technology of thought. The method employed consists of the implementation of interdisciplinary pedagogical practices, including the Reception Method and Reception Aesthetics, together with ludic approaches, in order to broaden students’ perspectives as readers and contribute to improving classroom practice. Based on these principles, we intend to use Indigenous poetry in the teaching and learning of Portuguese in relation to other subjects in the curriculum, functioning as links in the literary process, with the aim of disrupting students’ horizons of expectations through the implementation of activities such as games, dramatized recitations, among other practices. This qualitative-quantitative research, with an interpretative analytical approach, will be carried out in two stages: an analysis of the practices through questionnaires administered to teachers from different subject areas and questionnaires administered to high school students. The research is grounded in Law No. 11,645/2008 and supported by a bibliographic review including Bordini and Aguiar (1993), Candido (2011), Freire (2005), Luckesi (2002), Pinheiro (2018), Fazenda (2008), Zilberman (2012), Paz (2012), Graúna (2013), Manguel (2018), Dorrico et al. (2018), Kambeba (2018), as well as poems by several Brazilian Indigenous poets such as Ailton Krenak, Márcia Wayna Kambeba, Juliana Kerexu, Jovina Rengha, Olívio Jekupe, among others. We believe that the study of literature written by Indigenous authors can contribute to the discussion of ethnic-racial relations in the classroom, in addition to representing one of the ways of implementing Law No. 11,645/2008. Therefore, this study seeks to describe the activities developed with Indigenous poetry, highlighting the importance of interdisciplinarity, reception, and playfulness as fundamental concepts for learning, and demonstrating the relevance of this proposal as an opportunity to bring Indigenous culture into the school environment.