Letramento acadêmico: práticas etnoletradas na formação de professores indígenas em contexto intercultural

Abstract

From the perspective of the New Literacy Studies - STREET (2014); KLEIMAN (1995); SITO (2016), ZAVALA (2010), this thesis aims to investigate the literacy processes developed in an indigenous licensure course, considering ethnic-cultural, linguistic and identity aspects in the construction of the literacy trajectories of the indigenous subjects participating in the research and analyze how these aspects are involved in the development of academic literacy. The analyzes were also based on Indigenous Studies - MAHER (1996, 1998, 2010); LOURENÇO (2013); NASCIMENTO; MARTINS (2015, 2016, 2018) and Decolonial Studies - MIGNOLO (2008, 2013); SOUSA SANTOS (1988), among others. We analyze the literacy practices in a situated context, considering that the licentiate course is located in an Intercultural Faculty and specifically attends the Guarani/Kaiowá indigenous population in the Dourados City and its Region. We use an interpretive qualitative research approach of ethnographic nature, developing participant observation of the teaching course classes, as well as interviews with students and professors teaching the training course. Conceiving social practices in the context studied as situated practices of literacy, forms of indigenous knowledge, such as rites, songs, spirituality, dances and oral narratives make up what we understand as ethnoliteracy, that is, a situated form of literacy in the context of the Indigenous Intercultural College. As a result of this investigation, we highlight that the literacy of indigenous students was characterized by the fact that they occupy positions of agents in the development of their academic literacy, either presenting questions about their histories and discourses of subjugation, or demonstrating resistance to the dominance of writing in the academic context, in order to demonstrate traditional values of their oral culture, or even appropriating discursive protocols to defend their community. We show how writing for this population constitutes a discursive locus throughout the history of their peoples and an arena whose resistances and contradictions occur in the construction of their literacy practices and trajectories. This study can bring contributions towards developing a more sensitive look at academic literacy involving populations whose ethnic-cultural identities cannot be subtracted from such a process, as well as towards producing reflections on academic writing, considering the constructs of coloniality in the processes of student’s literacy.

Tenonderã ári ñemoarandu pyahu ojeéva chupe Letramento (STREET, 2014; KLEIMAN, 1995; SITO, 2016, ZAVALA 2010), Ko hechakaupyrã oguereko hendive upe jehejaukapyrã ha umi tembiapovore letramento oñembohetejoráva peteĩ mbo`esyryre hérava licenciatura indígena. Jehechakuaavo umi jehechaukaha étnicoculturais, lingüísticos e identitários upe ñemba`eapo hápe ha avei tapepukukuere de letramento umi tekove avakuéra ypykúe oikéva ko atýpe ha ajesareko mba`éichapa umi jehechaukaha oĩva pe tembiapo oñembohetejorava upe deletramento acadêmico. Ko`ã juajuhára ombyaty hendive avei umi ñemoarandu tetãygua ypykue mba`apo kuéra rehe (MAHER, 1996, 1998, 2010; LOURENÇO, 2013; NASCIMENTO; MARTINS, 2015, 2016, 2018) e Estudos Decoloniais (MIGNOLO, 2008, 2013; SOUSA SANTOS, 1988), dentre outros. Rohecha avei joajuháre rupive mba`échaitépa ojejapo ñepyrũ upe letramento oĩva oñondive, ha jahechakuaa ko mbo`esyry de licenciatura oñemohenda peteĩ Faculdade Interculturalpe ha oñangareko añete hápe mayma tapicha ava ypykuére Guarani/Kaiowá iokóva Grande Dourados jerére. Ojepuru ko mba`apópe, abordagem de pesquisa qualitativa interpretativista de cunho etnográfico, oñembohetejora ha rojesareko umi oĩva hina mbo`ehaópe ha omboguatáva upe mbo`esyry de licenciatura, ha avei upépe ojejapo ñemongueta umi tapicha oñemoarandúva hina ha avei umi mbo´ehára kuera ndive oporombohesa pe`áva hina. Oñembojera avei upépe opa mba`e ojejapo kuaáva ojechaukáva ha ojejapóva de letramento, pe ava arandu rupive umi purahéi, ãngareko, jeroky, ñemongueta pukúpe umi mba`e ñembyatýpe ikatu jaikuaa ko etnoletramento, ou seja, uma forma situada de letramento no contexto da Faculdade Intercultural Indígena. Upe tembiapo osẽva ko`ã mboguyguy guasúvi, ojehesaỹijo ko letramento umi temimbo`e tetãygua ypykue se caracterizou pelo fato de ocuparem posições de agentividade no desenvolvimento de seus letramentos acadêmicos, upéicha avei umi temimbo`ekuéra ojepy`amongueta upe hekove ohasa asy va`ekuére, ohechauka avei imbareteha ha mba`eichaitépa ikatupyry pe jehaípe em contexto acadêmico ikatuhaguãicha hesakã umi momba`eguasu iporãitéva tekoarandu yma guare omombaretéva umi ñe`ẽ, ikatu avei ogueru hendivekuéra umi protocolos discursivos omombarete haguã itekoha kuéra. Rohechauka avei mba`éichapa pe jehai rupive omombarete umi tekoha guasupe oikóva um locus discursivo upe marandeko pukukue javé umi tetãyguakuéra imbaretevehape ha avei ojoyavyhápe oiko pe mba`eapo ha mba`eapo ñepyrỹpe oguenohẽ ha omotenonde upe letramento. Ko`a ko ñemoarandu ikatu ogueru ñepytyvõ ikatuhaguãicha oñembohetejora upe jehecha porãve letramento acadêmico rehegua ha ombyaty hendive umi tetãyguakuéra cujas identidades étnicas ndaikatúi oñemyboke ko tembiapoguatágui, ikatu avei oñeñandu ha oñemoheñoi upe py`añemongueta jehai rehegua. acadêmica considerando os construtos de colonialidade nos processos de letramento dos estudantes.