Literatura infantil indígena: um olhar para a ancestralidade das crianças não indígenas no primeiro ciclo do ensino fundamental através dos contos indígenas

Abstract

This monograph aims to analyze bibliographies on children's literature of indigenous tales as a way of promoting and strengthening the Brazilian child's view of their ancestry from the first year of the elementary cycle. By rescuing lost knowledge and values in relation to indigenous peoples over the times when non-indigenous peoples distanced themselves due to the lack of knowledge of this knowledge, they led to the construction of a society based on the instrumental rationality of technological progress and destruction of nature, causing damage all humanity. In addition, we intend bringing reflectionsthat can indirectly provoke the look at the pedagogical practice of teachers, who work in the early years of elementary school, and the treatment with children's literature through indigenous tales and the role of literature for the construction of identities of children. The recognition of traditions, customs, languages and knowledge can benefit the non-indigenous worldview with the other, in relation to themselves and the planet. Methodologically, this work has a qualitative approach and a bibliographic review with contributions from theorists such as PURI (2019), GRAÚNA (2012), AMORIM (2018), KABEMBA (2019), among others. We will discuss ancestry, children's literature and indigenous literature in the focus of re-signification of pedagogical practices to develop a future complete and upstanding citizen to act consciously in society. We will also analyze the book of indigenous children's literature “Meu Vô Apolinário: um mergulho no rio da (minha) memoria”,by author Daniel Munduruku, as well as websites, blogs and videos in line with indigenous ancestry, highlighting the importance of the teacher as a mediator of the process that aims at the formation of conscious readers and future social authors.