INTERCULTURAL LITERACY: INDIGENOUS MEMORIALS AS SOURCES OF KNOWLEDGE FOR EDUCATION

Abstract

Intercultural Literacy is a theoretical resource for understanding the entry into the written culture in indigenous contexts considering its history of long unwritten tradition and the current communicative demands that are presented in printed and / or electronic texts. In this direction, the objective of this text is to present some conceptual elements that guide and constitute Intercultural Literacy, among which, the Self Research (biographical) methodological possibility to know the indigenous experiences in the scope of the initial learning of writing. The elaboration of this work contemplated the bibliographic research having as a central text, Daniel Gavião's Course Completion Work (TCC). The results allow us to infer that in the eighties the indigenous schools maintained by the Fundação Nacional do Índio (FUNAI) in Rondônia had a dual education system called bilingual education. During this period, the Gavião faced the effects of the colonization that took place through the invasion of their territory, however, these tensions were absent in the school curriculum. We conclude that the resumption of historiographical aspects of learning to read and write in a critical and autobiographical perspective by Intercultural Literacy can represent an important source of knowledge for the field of History of Indigenous School Education, Didactics, Childhood and Human Rights.