Banca de QUALIFICAÇÃO: ANA PATRICIA NOBERTO DOS SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ANA PATRICIA NOBERTO DOS SANTOS
DATE: 26/08/2026
TIME: 16:00
LOCAL: https://meet.google.com/nrb-czdb-hrr
TITLE:

MOÑE'Ẽ KUATIA: INDIGENOUS LITERATURE, ORALITY, AND THE PRODUCTION OF MEANING IN THE EARLY YEARS OF ELEMENTARY EDUCATION FROM A DECOLONIAL PERSPECTIVE

KEY WORDS:

Indigenous literature; decoloniality; escrevivência; early years of elementary education; meaning-making.

PAGES: 64
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This research investigates the contributions of Indigenous literature to meaning-making and the appreciation of cultural diversity in the early years of elementary education, from a decolonial perspective. Considering the historical absence of these narratives from the school curriculum and the persistence of stereotypical representations of Indigenous peoples, the study aims to analyze how pedagogical work with Indigenous-authored literary works, articulated with orality, ancestry, and collective experiences, can contribute to broadening children’s cultural repertoire and deconstructing homogeneous and Eurocentric views of Indigenous peoples. The research is theoretically grounded in the contributions of authors such as Daniel Munduruku (2012; 2018; 2020), Graça Graúna (2013), Márcia Wayna Kambeba (2018), and Ailton Krenak (2019; 2020) in the field of Indigenous literature; Aníbal Quijano (2005), Walter Mignolo (2007), Catherine Walsh (2013), and bell hooks (2013) in the fields of decoloniality and critical education; and Marisa Lajolo and Regina Zilberman (1986; 2017), Janice Thiél (2013), and Conceição Evaristo (2020), whose contributions support an understanding of literature as a space for meaning-making, the circulation of voices, and the appreciation of cultural and ancestral experiences. This is a qualitative, applied, exploratory study conducted through action research with a second-grade class at a public municipal elementary school in Rio de Janeiro. Data generation instruments include a field diary, records of children’s narratives during conversation circles, children’s productions, audio and visual recordings, as well as escrevivências produced throughout the pedagogical process. The study is structured around a pathway grounded in orality, ancestry, and meaning-making, developed through the works Foi vovó que disse (2015) and Estações (2024), by Daniel Munduruku. Throughout the process, children will engage in experiences involving listening, memory, observation of nature, the sharing of family knowledge, and authorial productions, culminating in the collective creation of the Observatório de Escrevivências Indígenas (Indigenous Escrevivências Observatory), presented as an interactive mural in the school courtyard, as well as the production of a collective e-book to share the experiences with the school community. The study is expected to demonstrate the potential of Indigenous literature as a pedagogical practice capable of strengthening orality, expanding meaning-making processes, valuing ancestral knowledge, and contributing to the development of more sensitive, critical, and respectful perspectives toward cultural diversity and Indigenous peoples in Brazilian society.

COMMITTEE MEMBERS:
Externa à Instituição - LETICIA SANTOS DA CRUZ - UERJ
Presidente - 2327924 - LUIZA ALVES DE OLIVEIRA
Interno - 1582960 - WELLINGTON AUGUSTO DA SILVA