LEITURA LITERÁRIA EM ESCOLAS DE POVOS INDÍGENAS DA AMAZÔNIA BRASILEIRA

Abstract

Contemporary Brazilian Indigenous literature has emerged as a field of resistance, memory, and re-existence within educational contexts. This article analyzes pedagogical practices and the use of Indigenous literature in an Indigenous school located in the Amazon region of Acre, the Yositi Shovo Tãmãkãyã Indigenous School, belonging to the Noke Koî people, seeking to understand how Indigenous-authored reading is incorporated into bilingual education and students’ reading development. The research adopts a qualitative and descriptive approach, based on documentary analysis of the Atlas da Terra Indígena Campinas Katukina/Povo Noke Koî (2023), the Noke Koî Didactic Sequence, and the survey of the school’s literary collection, complemented by observations and informal interviews with teachers. The results are organized into three analytical categories: cosmology and cultural identity of the Noke Koî people; pedagogical practices and challenges of bilingual teaching; and presence and representativeness of Indigenous literature in the school library. The analyses reveal that, although there are consistent efforts to value the Noke Koî language and culture, Indigenous literature remains underexplored in pedagogical practices due to the scarcity of accessible works and the lack of specific teacher training. It is concluded that incorporating Indigenous literature into the school curriculum represents a political and epistemological act of curricular decolonization and the strengthening of cultural identities in the Brazilian Amazon.