INDIGENOUS SCHOOL EDUCATION IN THE STATE OF ACRE: THE CONSTRUCTION OF ACTIVITIES FROM THE CROSS-COVERED THEMES OF RCNEI

Authors

DOI:

https://doi.org/10.18817/rlj.v6i2.2972

Abstract

With 16 indigenous peoples, including those of recent contact, the State of Acre presents an undeniable ethnic and linguistic variety. Considering this, it is worth noting the challenges that must be undertaken to ensure these peoples a differentiated school education, which recognizes and, above all, respects the linguistic, identity and cultural specificities of each people (ACRE, 2018a, 2018b; BRASIL, 2005 [1998], 1996, 1988; FLEURI, 2003; SILVA, 2009). In this sense, recognizing the impossibility of embracing in their entirety all the linguistic and cultural specificities concentrated in the 15 peoples to whom Indigenous School Education in the State of Acre is focused, this article aims to analyze discursively, through a An intercultural approach centered on the cross-cutting theme of cultural plurality, extracted from the RCNEI, two texts: how the night appeared and pandora's box. Which were used as an activity proposal for application in the indigenous school, in a Portuguese language class, with students from the 9th grade classes of elementary school. Thus, it was possible to verify that despite the differences that mark the societies that the texts represent, there is a symmetrical relationship between them, evidenced by the thematic elements that involve the narratives.

Author Biography

Airton Santos de Souza Junior, Universidade Federal do Acre - UFAC

Possui graduação em Letras Português e suas respectivas literaturas pela Universidade Federal do Acre (UFAC), mestrado em Letras pelo programa de Pós-Graduação em Letras: Linguagem e Identidade da UFAC. Atuou como professor substituto da área de Linguística/Língua portuguesa na Universidade Federal do Acre entre 2019 e 2020. Atualmente é graduando em Direito pela Universidade
Federal do Acre e doutorando pelo Programa de Pós-Graduação em Letras: Linguagem e Identidade. Atua como professor de Língua Portuguesa da educação básica no Estado do Acre; é integrante do grupo de pesquisa GEADEL (Grupo de Estudo em Análise do Discurso e Ensino de Línguas) da UFAC e pesquisador no Grupo de Estudos do Léxico e Narrativas da Amazônia Legal - GELNAL. Possui
experiência na área de Letras com interesse no campo dos Estudos Linguísticos (Linguística Aplicada; Sociolinguística; Dialetologia; Lexicologia etc).

Published

2022-12-29

How to Cite

SANTOS DE SOUZA JUNIOR, A. INDIGENOUS SCHOOL EDUCATION IN THE STATE OF ACRE: THE CONSTRUCTION OF ACTIVITIES FROM THE CROSS-COVERED THEMES OF RCNEI. JUÇARA LANGUAGE JOURNAL, [S. l.], v. 6, n. 2, p. 08–27, 2022. DOI: 10.18817/rlj.v6i2.2972. Disponível em: https://ppg.revistas.uema.br/index.php/jucara/article/view/2972. Acesso em: 20 dec. 2024.