Letramento indígena: entre o discurso do RCNEI e as práticas de letramento da Escola Potiguara de Monte- Mór

• Ano de defesa: 2009
• Autor(a) principal: Simas, Hellen Cristina Picanço
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Linguística; Programa de Pós Graduação em Linguística; UFPB
• Palavras-chave em Português: Letramento; Indígena; Ensino de Língua e RCNEI; Literacy; Aboriginal; Language Teaching; RCNEI; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/6381

This master s degree research aimed to study the aboriginal process of literacy, specifically for the understanding of the one practiced in a Basic Education School of the Potiguara community in Mount (PB) and for the understanding of the proposals for language teaching by the National Curricular Referential for Aboriginal Schools - RCNEI, confronting, at the same time, the two realities. The theoretical endorsement applied in this study is divided in two groups: one deals with the current proposals for language teaching, where the textual gender is conceived as an organizer of the activities of language and, therefore, pointed as a semiotic and a methodological tool for the teach-learning of languages, being the representative authors of this study perspective Mikhail Bakhtin (1979), Bernard Schneuwly, Joaquin Dolz (2004), Luiz Marcuschi (2004) and Magda Soares (2005). The other group of theoreticians argues and defines the key concepts necessary for understanding indigenous education, education of non-indigenous and indigenous education, being its main authors Bartomeu Melià (1979), Terezinha Maher Axe (2007), RCNEI (1998), Gersen Dos Santos (2006) amongst others. The analyses of the 20 (twenty) lessons of Portuguese Language and Tupi Language, from the 5 (five) interviews with teachers of the Potiguara school and the 20 (twenty) questionnaires applied to teachers and students of the aboriginal school revealed that there is a gap between the practice of the process of literacy in the Potiguara School of Mount and the orientations for language teaching by the RCNEI. This gap, in its majority, is consequence of uncontextualized reading and writing activities, far from the thematic aboriginal, but almost exclusively centred in grammatical and formal language teaching and not compatible with the use of gender as tools for reading and writing teaching. It was also revealed that the speech of the Potiguara school teachers on the conception of Aboriginal Education School shows that, as a whole, they know the cited proposal, although the majority do not practise it in classroom. There is different understanding of the proposed methodology; however it became evident in the speech of the teachers that the understanding and the implantation of this differentiated model of school education is under construction.