O TRATAMENTO DIDÁTICO DO CORDEL INDÍGENA PARA A FORMAÇÃO DO LEITOR LITERÁRIO NO ENSINO MÉDIO

THE DIDACTIC TREATMENT OF THE INDIGENOUS CORDEL FOR THE TRAINING OF THE LITERARY READER IN SECONDARY EDUCATION

Abstract

The aim of this research is to discuss the importance of didactic work with indigenous literature to improve the training of literary readers in the context of secondary education from the perspective of literary literacy, with an emphasis on the use of cordel poetry by the Brazilian indigenous writer Auritha Tabajara, especially her work “Coração na aldeia, pés no mundo” (2018). To do this, we present some fundamental considerations about indigenous literature and indigenous string poetry (Thiél, 2012; Graúna, 2013; Dorrico et al., 2018; Tabajara, 2018; Gomes; Goulart, 2019; Ribeiro, 2020; Santos et al, 2020; Testa; Ferreira, 2021; Nascimento; Silva; Campanholi, 2023; Siqueira; Martins de Araújo, 2024), the formation of literary readers and literary literacy practices (Conceição; Gomes, 2016; Cosson, 2018; Carmo; Melian, 2020; Rocha; Silva, 2020; Matos; Testa, 2021), following a qualitative methodology based on a literature review. The results show that Tabajara's indigenous cordel poetry in secondary education can be used to train more critical, sensitive readers who are aware of Brazil's cultural plurality and capable of acting actively in society, understanding the benefits of the literary text, which transcends the school and permeates the most diverse social and cultural contexts. We conclude that the proposed theme contributes to rethinking the didactic use of indigenous literature in literary literacy practices in secondary school classrooms, through the use of cordel poetry as an opportunity to recognise indigenous culture.