Letramento racial e literatura indígena: um estudo sobre pedagogia decolonial nos anos iniciais do ensino fundamental

Abstract

The present work is a qualitative bibliographical research on racial literacy from indigenous literature from the perspective of decoloniality. Therefore, the objective is to understand how indigenous literature can contribute to the implementation of a decolonial pedagogy in primary education in the early years. Among the concepts discussed we mainly have decoloniality (Mignolo, 2011), (Quijano, 2005); Racial literacy (Ferreira, 2014); ethics of otherness in the educational sphere (Habowski; Conte; Pugens, 2018); literature as law (Candido, 2006) and Indigenous literature (Dorrico et al., 2018); (Graúna, 2018). Based on a literature review, we debated the importance of presenting indigenous cultural diversity through literature, with a view to hearing about the culture and history of these peoples from their speeches reverberated by literature. In this context, based on specific legal and curricular bases, we developed a pedagogical proposal for activities involving reading and discussions around tale II of the work Awyató-pót: indigenous stories for children (Hakiy, 2011). In this way, we consider that indigenous literature constitutes a form of access to the voice of a historically silenced and oppressed group, which lives with different types of discrimination and violence. Therefore, the inclusion of indigenous literature anchored by a mediation with a decolonial bias represents a necessary source of knowledge about these diverse and culturally rich people that can contribute to anti-racist education.