Interconnected worldviews

a study of indigenous literature as a literacy proposal

Abstract

 This article investigates the interrelationship between literacy and interculturality, focusing on the analysis of indigenous literature as a tool for developing intercultural literacy in elementary school. In this context, the study proposes an approach that focuses on the exploration of indigenous poetry in the classroom, recognizing the relevance of literary teaching at this specific educational level. The research outlines a Didactic Sequence focused on the book "Kumiça Jenó: Narrativas Poéticas dos Seres da Floresta", by Márcia Wayna Kambeba, especially the poems entitled "Matinta e o Macaco" and "Assobio na Aldeia". This proposal aims to promote literacy in the final years of elementary school (6th to 9th grade), integrating the subjects of Portuguese Language, Literature and Textual Production. The research is based on a theoretical foundation, using works by authors such as Cosson (2009), Street (2014), Rojo (2009), Thiél (2016), Dorrico (2018) and Graúna (2011), among other relevant documents. The careful selection of these authors provides a robust conceptual basis for the approach to literacy, interculturality and the crucial role of indigenous literatures in the educational landscape, thus enriching the literacy proposal developed. In this way, the analysis of indigenous poetry from a literacy perspective makes it possible to identify the potential of this approach for developing linguistic, literary and socio-cultural skills in students. The proposed Didactic Sequence can not only contribute to the improvement of these skills, but also to the formation of critical and reflective citizens, aware of the richness of cultural diversity and the importance of intercultural dialog.