Literaturas indígenas, oral e escrita, na construção de um currículo intercultural em instituição de educação não-formal

Abstract

This dissertation investigates the role of indigenous literatures, at the interface between orality and writing, in the construction of an intercultural curriculum in non- formal education institutions. The work is based on the understanding that literature transcends alphabetic writing, recognizing orality as an original and legitimate form of knowledge production and sharing. The qualitative methodology combines bibliographic research with analysis of testimonies from educators, writers, and schools participating in the exhibition Araetá: The Literature of Original Peoples, held by Sesc São Paulo between 2023 and 2024. The exhibition is taken as a practical example of a non-formal intercultural curriculum, demonstrating concrete possibilities for implementing educational practices that value cultural diversity. The research draws on theoretical foundations in literature, culture, and education, discussing the interface between writing and orality and the role of literature in non-formal education, with special references to Graça Graúna (2013), Carine Oliveira Pataxó (2024), and Catherine Walsh (2007), as well as inspiration from Edgar Morin's Theory of Complexity and Nego Bispo's thought on counter-coloniality, interculturality, and confluence. Based on these references, the study seeks to deepen the analysis of Law 11.645/2008, demonstrating how indigenous literatures can be tools for its application and discussing the interfaces between formal and non-formal education. The research ultimately focuses on the experience of the aforementioned Araetá exhibition, identifying fundamental elements for intercultural educational practices. The results reveal that indigenous literatures possess transformative potential for intercultural education, but their implementation depends on coordinated public policies, adequate teacher training, institutional commitment, and qualified partnerships between cultural institutions and schools. The research concludes that indigenous literatures present themselves as a pathway toward an education that recognizes and values epistemic plurality, contributing to the construction of a more just and democratic society