Banca de DEFESA: LUCIELTON TAVARES DE ALMEIDA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LUCIELTON TAVARES DE ALMEIDA
DATE: 08/05/2026
TIME: 14:00
LOCAL: Auditório do Centro de Educação
TITLE:

-

KEY WORDS:

Literacy; Indigenous School Education; Children; Indigenous Education; Identity.

PAGES: 302
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis is the result of research focusing on the literacy of children in indigenous

territories, understood within a context shaped by traditional knowledge informed by cultural

aspects, historical struggles, the preservation of identity, and unique educational practices, all

sustained by millennia-old processes of knowledge transmission. Within this framework, the

foundational investigations of the studies emerge from concerns related to literacy practices in

the context of school education, understood as part of a formative process that enables the

integration of individuals into the world of written culture through access to universal

knowledge. The nature of the research is, in this sense, ethnographic in character, involving

immersion within the social relationships between children belonging to the Tapuia Tarairiu

ethnic group and the constituent aspects of their literacy process as indigenous members of the

Lagoa do Tapará community (RN). This territory is politically divided between the

municipalities of São Gonçalo do Amarante and Macaíba. There, the Luís Curcio Marinho

Municipal School serves as the institution responsible for providing Elementary and Middle

School education and wages a relentless struggle for recognition as an indigenous school.

Aware of this reality, questions arose that shaped the research’s investigative questions, namely:

How are children taught to read and write? What is the relationship between literacy practices

and the lack of recognition of the institution as an indigenous school? How is the mother tongue

incorporated into the literacy process? Thus, the study was conducted with the overarching

objective of analyzing how literacy occurs in the school education of Tapuia Tarairiu children

in Lagoa do Tapará, Rio Grande do Norte. To achieve the highest degree of this understanding,

the research was grounded in three specific objectives: a) to highlight the relationships between

literacy practices and the lack of recognition of the institution as an indigenous school; b) to

identify the conceptions that underpin the literacy practices of Tapuia Tarairiu children in Lagoa

do Tapará; c) to characterize the teaching practices promoted for the development of the literacy

process among these children. The thesis is rooted in the fields of Indigenous Education,

Culture, and Literacy as areas of knowledge, through which broader epistemological

discussions run. In this theoretical framework, we draw on the discourse shaped by the

assumptions of researchers aligned with our research object, through studies grounded in

sociocultural processes to better understand their foundations. Among these, we highlight

Bakhtin (2011), Baniwa (2006), Cagliari (1998; 2002), Ferreiro (1985; 2011; 2014), Freire

(1976; 1996; 2005; 2013), Goulart (2014), Krenak (2019), Meliá (1979), Munduruku (1996;

2009; 2012), Smolka (2008; 2020), Vygotsky (1981; 2006; 2008; 2010), Weiz (1999), among

other authors, whose ideas contributed to weaving together the critical analysis of the

systematized understandings. These were obtained through investigations carried out using the

following methodological stages: documentary research, interviews, and participant

observation. As a result, we understand that while the framework of indigenous school

education posits proposals for teaching grounded in community principles, the school in

question lacks adequate resources and training since it is treated as an extension of urban

schools. Meanwhile, the narratives of Anin, the literacy teacher of the Tapuia Tarairiu children,

convey conceptions that shift her literacy instruction into a space of struggles for the

preservation of the ethnic identity that constitutes her people’s own culture. To bring these to

fruition, the teacher seeks to overcome structural and pedagogical challenges by implementing

practices aligned with the dimensions of contextualization, territoriality, bilingualism,

interculturality, identity, orality, and memory. In this way, teaching literacy to Indigenous children means articulating knowledge linked to their childhoods, languages, and sense of

belonging, producing meanings that, like a bridge, connect school and community.

COMMITTEE MEMBERS:
Externa à Instituição - JOSÉLIA GOMES NEVES
Externa à Instituição - GIOVANA CARLA CARDOSO AMORIM - UERN
Externa à Instituição - IARA TATIANA BONIN
Presidente - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA
Interna - 1672888 - MARIANGELA MOMO
Interna - 1131585 - PATRICIA IGNACIO
Interno - 3280986 - WALTER PINHEIRO BARBOSA JUNIOR