Indigenous themes and children's literature

conceptions of this pedagogical practice

Abstract

This work deals with indigenous themes and children's literature. Elaborated from a work of conclusion of course. The investigation aimed to map the literary works in the collection of a library located in the municipality of Humaitá-Amazonas on indigenous themes and their use as a pedagogical tool in compliance with law 11.645/2008. The guiding question came from the following question: How is Indigenous Children's Literature worked in pedagogical practice contemplating Law n.º11. 645/2008? To elucidate our objectives, we guided ourselves using the construction as follows: first, on an informal visit to a municipal public school where the research topic was addressed, and so the observation was carried out, then the questionnaire structured in two parts was applied as follows: 1) identification of the research subject, containing name, age, city/state of origin, preserving the identities of the subjects through the first letters of the alphabet being A, B, C, D, E, in the second part work-related questionnaires pedagogy developed with Children's Literature. With the application of the questionnaire and subsequent data analysis, we sought to observe the teachers' relationship with the indigenous issue and how they worked based on Law n. 11.645/2008, as it speaks of the obligation to work in schools with Afro-Brazilian culture and that of the indigenous people, based on the disciplines of History, Art and Literature. By the qualitative research approach, of the case study type. For the construction of the data, we carried out bibliographical research, documentary analysis of the literary collection, as well as interviewing teachers to evaluate the pedagogical work developed with literature from the law 11.645/2008. The research in question was based on several studies, Zilberman (2003), Coelho (2000), Bonin (2012) Funari (2011), Baniwa (2006) among others. The investigation revealed that there is a small literary collection that deals with indigenous culture, traditional pedagogical practices on indigenous themes and the absence of continuing education for teachers in relation to law 11.645/2008.