LITERACY IN THE ASSURINI MOTHER TONGUE: EXPERIENCES AT THE WARARA'AWA ASSURINI INDIGENOUS SCHOOL

Abstract

This study investigates the process of literacy in the mother tongue of elementary school students at the Warara'awa Assurini Indigenous School, located in the Trocará Indigenous Land, in Tucuruí, Pará. The research aims to understand and value Assurini orality and culture, in addition to producing didactic materials that contribute to the teaching and preservation of the mother tongue. Adopting a qualitative approach based on the assumptions of Oral History, in semi-structured interviews carried out with the wise men of the village and other collaborators, the research enabled the collection of narratives and cultural knowledge. As a result, a collaborative workshop was developed, the final product of which was the creation of a book of Assurini stories and songs. Translated and applied in school and community activities, this material aims to strengthen cultural identity and promote the learning of the mother tongue. The work also highlights the importance of pedagogical strategies that respect and value the cultural specificities of indigenous peoples.