CONSIDERATIONS ON THE LITERACY PROCESS OF MEBÊNGÔKRE/KAIAPÓ INDIGENOUS STUDENTS

Abstract

This article investigates both foundational technical skills and broader socio-cultural literacy practices among Mebêngôkre/Kayapó indigenous students, taking as its locus the Municipal Elementary School Marechal Rondon, located in São Félix do Xingu, in the state of Pará. The discussion begins with a historical and political analysis of indigenous school education in Brazil, highlighting the provision of bilingual and intercultural education to indigenous peoples. It examines the factors that motivate indigenous families to migrate from their traditional communities to urban areas, the participation of these communities in the formal school environment, the teaching methodologies applied to students, and the main everyday challenges faced by both teachers and students. Drawing on a qualitative approach that included semi-structured interviews and participant observation, a case study was conducted, revealing the primary obstacles to ensuring bilingual and intercultural education for the Mebêngôkre/Kayapó people: the lack of bilingual teaching materials (Portuguese-Mebêngôkre/Kayapó), the absence of teacher-training programs (both basic and continuing), and the lack of consistent public policies. The study concludes with recommendations focused on teacher training, the production of intercultural teaching materials, the centrality of family participation in indigenous school education, and the formulation of more inclusive evaluative pedagogical strategies.

DOI: https://doi.org/10.56238/sevened2025.002-007