A leitura crítica como instrumento de educação decolonial na educação escolar do povo Kanela/Memortunré, Aldeia Escalvado, MA

Abstract

Indigenous school education serves a differentiated audience with a history of oppression marked by the coloniality of power; Thus, it is necessary for teaching in indigenous schools to overcome the marks of coloniality, both in relation to curricula and in relation to content approaches. In this sense, a decolonial education for the Kanela/memortunré people is defended through critical reading. This work has the general objective: to investigate the space of the Portuguese language and the role of critical reading in the schooling process of the Kanela people. Specific objectives: analyze the language policies defined by the curricular framework for indigenous education in Maranhão and for the Kanela/memortunré people; understand the REICE/MA guidelines for teaching indigenous language and Portuguese language guided by BNCC in the new secondary education for indigenous schools; propose an extension course for high school teachers in the village of Escalvado on critical reading. To support studies on decoloniality, bilingualism and interculturality in indigenous school education, we refer to Freire (1976, 1978), Walsh (2009), Santos (2009, 2010), Candau (2008, 2010, 2015, 2016), Pimentel da Silva (2004, 2015, 2017, 2019, 2020), Meliá (1979). To analyze public policies for indigenous education in Brazil and Maranhão, we will use the theoretical framework of Grupioni (2002), Coelho (2002,2009,2015), Brasil (1988,1996), RCNEI (1998) REICE/MA (2021) . To support reflections on the reading axis, in the Portuguese Language curricular component in indigenous education, aiming at critical literacy, we will adopt as references Maher (1991, 1994, 2007), Santos (2018, 2019, 2020, 2021), Cavalcante (1999) , Nascimento (2012), Kleiman (2005, 2006), Jurado and Rojo (2006), among others. This study brought direct and immediate benefits to the understanding of indigenous school education offered to the Kanela/Memortunré people, which revealed that it remains colonialist both in relation to the curricula and approaches to content. It was proven that there is no language policy implemented by the State of Maranhão to ensure articulation between the Kanela language and the Portuguese language in the schooling process of these people, so students do not develop the desired language skills in Basic Education and as a consequence are disadvantaged when they compete with non-indigenous people. Given this, the school education of the Kanela people requires a linguistic policy to develop linguistic skills in Portuguese, as a way of promoting intellectual equity between indigenous and non-indigenous people. To this end, we suggest, based on Hamel (2011, xxxx), that the Kanela language be prepared for school teaching. The research used a qualitative approach, and consisted of action research, with the product being an extension course project to be developed in 2024 at the General Bandeira de Melo school, Escavado village. The course's theme is: Decolonial teaching: Approach to oral and written textual genres in Portuguese for the intercultural literacy of the Kanela/Memortunré people.