Literaturas indígenas na escola: uma janela para desobediência epistêmica

Abstract

In this text, we aim to reflect on traditional pedagogical practices, especially those involving the teaching of languages and literatures in basic education, and suggest some possibilities of epistemic disobedience related to the inclusion and role of indigenous-authored literature in brazilian schools. Our objective is to advocate for the presence of indigenous literature in schools as a measure to valorize these narratives and promote the movement of unlearning. We advocate for pedagogical attitudes that contribute to the construction of a society that, by deconstructing colonial perspectives, is capable of challenging the knowledge structures imposed by coloniality. This implies confirming and valuing knowledge that has been marginalized throughout history. The research methodology used is documentary and bibliographical. Among the theorists that underpin this research, I highlight Krenak (2020), Munduruku (2016, 2017, 2020), Graúna (2013), Mignolo (2008, 2017b), and bell hooks (2017). The adopted approach emphasizes the need to value cultural diversity and recognize literature as a tool for interaction between cultures and exchange of knowledge. Among the results, we emphasize the need for the inclusion of indigenous literature in schools and the training of teachers to promote debates and reflections on cultural and identity diversity. We reinforce that epistemic disobedience is a possible means to promote epistemic justice and to question the power structures that perpetuate inequality, thus contributing to a more inclusive and egalitarian education