A interculturalidade em um projeto com crianças da Tekoa Pyau: multiletramento engajado como prática insurgente

• Ano de defesa: 2023
• Autor(a) principal: Pejão, Rafael da Silva Tosetti
• Orientador(a): Liberali, Fernanda Coelho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Decolonialidade; Interculturalidade; Tekoa Pyau; Multiletramento engajado
• Palavras-chave em Inglês: Decoloniality; Interculturality; Tekoa Pyau people; Engaged multiliteracy
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/39986

This dissertation aimed to investigate the construction of the partnership between the indigenous people of the Tekoa Pyau village and researchers of the Language in Activity in the School Context (LACE) research group, which had initially a trajectory of exchanges and favors. However, at the time of the film club activity in the village, the partnership had transformed into what the LACE group desired, which was a criticality with social causes and interculturality (CANDAU, 2013; Walsh, 2012). The proposed activities occurred with a group of indigenous children and educators, from a village in an urban area of São Paulo. For this, a film club was created (VIEIRA, 1974), through which it was possible to show the engagement of indigenous children from the Tekoa Pyau Village, at the Center for Indigenous Education and Culture (CECI), in partnership with the extension project “Brincadas” (LIBERALI, 2020), which has as its main objective the recreation (VIGOTSKI, 1933/1991). The research developed knowledge with the Guarani-Mbya indigenous peoples of the Jaraguá IT – SP, starting from an Intercultural, Decolonial principle (MIGNOLO; WALSH, 2018), breaking with the logic of the coloniality of power, of knowledge, of being, strengthening participatory and emancipatory democracy, through Engaged Multiliteracy (LIBERALI, 2021). Based on these views, the theoretical-methodological scheme was based on the Critical Research of Collaboration – PCCol (MAGALHÃES, 2011; GENTLEMAN; MAGALHÃES, 2007), in which collaborative multimodal analyses (KRESS and VAN LEEUWEN, 2010) are concepts for the interpretation of this research. Results suggest the need for continuity of the partnership with a more critical bias and with actions with the schools of the region