Materiais didáticos para alfabetização nas escolas indígenas da cidade de Dourados - MS

Abstract

The general aim of the research was to investigate the teaching materials produced in Portuguese and indigenous languages for use in the literacy stage of children in indigenous municipal schools in the city of Dourados, state of Mato Grosso do Sul. In order to achieve its objective, it used bibliographical and documentary research procedures. Based on discussions in the Modernity/Coloniality Group, it was theoretically grounded in decolonial perspectives, aimed at critical intercultural education. As for the results, it was possible to identify, systematize and analyze materials used in literacy in indigenous schools in Dourados, MS, and it was found that there is an insufficiency and precariousness of differentiated teaching materials in the indigenous schools surveyed. The research pointed to a small number of teaching materials in Portuguese and indigenous languages, with non-specific and non-differentiated materials prevailing. There is a shortage of differentiated and specific materials in the schools of the Dourados Indigenous Reserve, which makes it difficult to achieve literacy in the indigenous language. Educational materials and games made by teachers predominate, while textbooks are less common. Even with the teachers' efforts to make differentiated teaching materials, their conditions are precarious and limited.With regard to the materials chosen for analysis, the books in the MS Literacy Collection, distributed by the state of Mato Grosso do Sul, reflect a colonial and out-of-context logic; the teaching material for activities in the Guarani language, produced by an indigenous teacher, has a decolonial potential, as it breaks with the homogenizing bias of the state's material; it is written from a local language and an approach to the children's cultural context.