A importância da literatura infantil indígena em sala de aula: construindo uma educação decolonial

Abstract

This research arises from the experiences of a storyteller teacher, who believes in the importance of literature and na education that respects diversity. Thus, the research aimed to investigate contributions of pedagogical pratictices that use indigenous literature in classroom readings to promote a decolonial educacion. The research usead a bibliographical approach as a methodology, where it was proposed the elaboration of two workshops to be prposed to teachers. The reasearch was beased on the following theorists: Neto (2015); for discussing the perspective of decolonial education in the Amazonian contexto, Danner, Danner, Dorrico (2021), for conceptualizing indigenous literature and its characteristics, Canizares (2019) and Paula and Calderoni (2016), who dialogue on the importance of practices with indigenous literature in the classroom. The results indicate that the inclusion of indigenous children’s literature in the classroom to promote a decolonial education promotes a rupture with the constructions of colonial stories that are passed on through generations,visions reproduced since the colonial period. Through access to this literature, children will break winth colonial perspectives on their history, identity and culture, making them reflect. It is concluded that the presence of pedagogical practices that work presence of pedagogical practices that work with indigenous literature is of Paramount literature is of Paramount importance, however, we know that there are several barriers to a decolonial education, so dedicated and courageous teachers are needed, who belivie in creating a new education.