THE PLACE OF ORALCY IN THE SPACE OF WRITING: CHALLENGES FOR INDIGENOUS SCHOOL EDUCATION GUARANI MBYA - RJ
DOI:
https://doi.org/10.12957/periferia.2018.33191Keywords:
indigenous school education, oral and written teaching, indigenous teacherAbstract
This article discusses the relationship between orality and writing in indigenous school education from the perspective of a Guarani teacher, who has been working for more than ten years in the school education of her people. It is a qualitative research and the methodological instruments were: bibliographic survey, participant observation in meetings of training of Guarani teachers and interviewing. According to the analyzes carried out, it is possible to consider that the challenges regarding orality and writing in the context of indigenous school education need to be understood as a permanent intercultural tension and that the leading role of indigenous teachers should be a central concern.
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