Estudos sobre povos indígenas no ensino fundamental: contribuições para o resgate e para a valorização da identidade linguístico-cultural brasileira

Abstract

The work presented here explains the results of the research carried out in the Professional Master’s Degree in Languages program (PROFLETRAS). It is a study of the phonetic-phonological, morphological and semantic adaptations that some indigenous words from the Tupi linguistic trunk underwent when they were incorporated into Brazilian Portuguese, our mother tongue. Thus, through the implementation of pedagogical workshops, we sought to rescue and recognize the importance and value of indigenous languages, learn about our history, understand our Brazilian origins and, especially, learn more about the Portuguese language spoken in Brazil. To do so, we based ourselves on renowned theorists such as Cunha (1993); Neves (1995); Noll, Dietrich (2021); Paviani (2009); Rodrigues (1986, 2021); Thiollent (1986) and Vieira, Volquind (2022). In this way, we obtained, as practical results, the compliance with article 26 of Law 11.645/2008, which determines diversified studies on indigenous peoples. We have also observed the development of skills and competencies advocated by official documents of the Education Board, such as the PCN (National Curriculum Parameters) and the BNCC (Brazil’s National Common Curriculum Base or Common Core Curriculum), regarding the objects of study of the school subject Portuguese in the final years of Elementary School. Moreover, we expose, as a research product, a didactic proposal for the Brazilian teaching staff/faculty. In it, we have described the seven pedagogical workshops given during the application of the project, each with its own theme, its own teaching-learning objectives, and its own specificities. We believe that the work developed and described here contributes substantially to a better knowledge of the language we use in our interactions, and to a greater appreciation of our culture and origins.