Literatura Indígena em sala de aula sob uma perspectiva decolonial: da invisibilidade à resistência

Abstract

This work aims to contribute to the formation of readers of literature authored by indigenous writers, in order to ensure the recognition of the writings of indigenous peoples as a means of existence and resistance over time. The goal is to highlight the importance of this literature for the decolonization of knowledge and the appreciation of Brazilian indigenous cultures. The study focuses on the application of Law No. 11.645/2008, which mandates the teaching of Afro-Brazilian and indigenous history and culture in schools. The methodology involves the qualitative analysis of the literary work "Indigenous Chronicles to Laugh and Reflect at School" (2020) by the writer Daniel Munduruku, and the implementation of a basic sequence, as proposed by Cosson (2021), aimed toward a 9th-grade class in elementary school in the municipality of Esperança/PB. Theoretical support emphasizes indigenous researchers such as Graúna (2013), who presents the concept of Contemporary Indigenous Literature, its form and content; Munduruku (2012, 2018, 2019, 2020), with discussions on the teaching of indigenous narratives; Kambeba (2020), who presents how forest peoples gather and spread teachings; Potiguara (2019), depicting indigenous struggles over time, including in the symbolic occupation of the word as an act of resistance; Smith (2018), a researcher who reveals the importance of decolonizing methodologies applied to research on indigenous peoples; as well as Kilomba (2019), an author who critiques the hegemony of Eurocentric knowledge and advocates for the need to decolonize knowledge; among others. For understanding literary literacy and reader development strategies, we rely on the contributions of Rildo Cosson (2021, 2022). The results of this work indicate that the inclusion of indigenous literature in the classroom contributes to the deconstruction of stereotypical discourses and promotes a greater understanding and respect for indigenous cultures, histories, and worldviews, in addition to highlighting the potential of indigenous literary texts in the process of forming critical literary readers.