Etnohistories in brazilian schools: getting closer to indigenous peoples

Abstract

 In this article, we aim at discussing indigenous literature and presenting some aspects to be considered in order to comply with the Law number 11.645 / 2008, which requires that ethnic-racial issues are worked at schools and Universities. For this, we seek support in specific laws that deal with ethnic issues to better contemplate the plural identity of the different Latin American peoples in contemporary times. Based on recent studies on literature and teaching (AMORIM; SILVA, 2019; MARTIN, 2015) and indigenous literature (WERÁ, 2017; MUNDURUKU, 2012), we describe how ethno-stories can be inserted in the school environment in order to respect their specifics. To achieve our goal, we expose elements to be considered from the moment of selection of materials till the reading activities and possible expansions. To illustrate our proposal, we choose the poetic text Pé no andar, by Gustavo Caboco (2018). More than coping with the Law through literary productions, we intend to contribute to a non-stereotyped way of approaching ethnic-racial issues, understanding the indigenous subject as a social being who sees in her/his literature a path for her/his visibility and the maintenance of collective history. Still, we hope to contribute to the ressignification of the struggle and the imaginary about different indigenous peoples and the understanding of the impossibility of complete fictionalization of the works.

Keywords: Decoloniality. Indigenous identities. Literature. Ethno-stories.