Nós: uma antologia de literatura indígena como dispositivo pedagógico: contribuições para uma educação inclusiva e decolonial nos anos iniciais da educação básica

Abstract

This study analyzes the work Nós: Uma Antologia de Literatura Indígena (We: An Anthology of Indigenous Literature), organized by Mauricio Negro, as a pedagogical device for promoting intercultural, decolonial, and inclusive education in the early years of basic schooling. The research adopts a qualitative approach and bibliographic typology, with the entire work as its corpus of analysis — narratives, illustrations, paratexts, bilingual glossaries, and ethnographic notes. The theoretical framework is organized around three axes: indigenous literature as a practice of cultural resistance and reexistence, drawing on the decolonial studies of Quijano (2005), Walsh (2009), and Mignolo (2003), and on the contributions of Graúna (2013) and Munduruku (2011; 2018); inclusive education and its legal frameworks and challenges in Brazil, based on Mantoan (2015), Mendes (2020), and Kassar (2011); and multimodality and multiliteracies, grounded in Kress and Van Leeuwen (2001), the New London Group (1996), and Rojo (2012). The analysis showed that the work carries an intentional aesthetic-political project that subverts colonial logic by positioning indigenous authorship and aesthetics as sovereign languages. Its ten narratives reveal cosmoperceptions — such as spiral time, the ontological relationality between humans and nature, and the intergenerational transmission of knowledge — that challenge the Western epistemological paradigm. From a pedagogical standpoint, the work's multimodal structure offers multiple entry points to knowledge, benefiting students with different learning profiles and specific educational needs. It is concluded that using Nós in early childhood education means both complying with Law nº 11.645/2008 and enacting the critical interculturality advocated by Walsh (2009): not as a symbolic celebration of diversity, but as a structural transformation of the conditions under which knowledge is produced and shared in schools.