http://hdl.handle.net/11422/23108 2026-04-28T22:07:19Z 2026-04-28T22:07:19Z Mestancio, Elizete Franco http://hdl.handle.net/11422/29109 2026-04-28T13:00:09Z 2026-02-27T00:00:00Z

Title: Desafios no processo de alfabetização na língua Tikuna e avaliações externas em escola indígena de Tabatinga- AM Author(s)/Inventor(s): Mestancio, Elizete Franco Advisor: Damulakis, Gean Nunes Abstract: Between the Tikuna language, which forms the basis of identity, and the school, which historically centralizes Portuguese, this research analyzes the challenges of literacy in an intercultural and bilingual Tikuna context and examines to what extent the results of the Basic Education Assessment System (SAEB) capture, or conceal, learning effectively constructed in the linguistic reality of the community. This research, from an intercultural and bilingual perspective, was developed at the João Ayres da Cruz Indigenous Municipal School, located in Umariaçu II, in the municipality of TabatingaAM, and is anchored in the qualitative-interpretative paradigm, with ethnographic orientation and a critical and engaged approach, articulating the analysis of daily school life and literacy practices with official SAEB data, organized and examined through descriptive analysis. The results show a persistent concentration at initial proficiency levels, with direct repercussions on school progression and curriculum monitoring: in 2019, a predominance of lower assessment levels was observed for the 9th grade, both in Portuguese Language and Mathematics; in 2021, the concentration at initial levels remained for the 5th grade, especially in Portuguese Language, while Mathematics showed a more dispersed distribution; in 2023, a slight improvement was observed with an increase in levels for the 5th grade, while in the 9th grade, performance remained lower than that of similar schools. The findings reinforce the need to strengthen literacy policies and practices in intercultural contexts with a focus on the mother tongue, ensure pedagogical continuity and the recomposition of learning, expand conditions for teacher training and provision, especially in the final years, and adopt complementary and culturally sensitive assessment strategies capable of producing a fairer and more contextualized reading of learning in indigenous schools. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2026-02-27T00:00:00Z Zerbinatto, Paulo Renato Bringel http://hdl.handle.net/11422/29106 2026-04-27T03:00:07Z 2026-02-12T00:00:00Z

Title: Glossário escolar sobre a fauna Mebêngôkre/Kayapó Author(s)/Inventor(s): Zerbinatto, Paulo Renato Bringel Advisor: Damulakis, Gean Nunes Abstract: This dissertation presents the production process of a bilingual Kayapó–Portuguese teaching material, in the format of an illustrated school glossary on Mebêngôkre/Kayapó fauna, developed with the participation of students from the Môxkàrkô village. Recognizing that the lack of contextualized pedagogical materials compromises bilingual education and cultural preservation, this research proposes the systematization of a glossary of animals, articulating language and culture within the indigenous school environment. The methodology was qualitative, based on participant observation, lexical data collection within the community, and collaborative recording with teachers and students. The definitions provided highlight the centrality of animals in the Mebêngôkre worldview, as seen in mythical narratives, rituals, and subsistence practices, revealing the intertwining of language, environment, and identity. The experience demonstrates that lexicography, when applied to indigenous education, goes beyond the technical scope, serving as a tool for cultural valuation and for expanding the significant social uses of writing in the Mebêngôkre language, especially in the school context. It is concluded that the development of bilingual materials with community participation represents an effective path toward promoting a differentiated education and ensuring the linguistic and cultural vitality of the Mebêngôkre people. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2026-02-12T00:00:00Z Freitas Filho, Vanderley Alves de http://hdl.handle.net/11422/29065 2026-04-17T07:03:35Z 2026-03-24T00:00:00Z

Title: Sistema ortográfico da língua Mẽbêngôkre: perspectivas técnicas e de política linguística Author(s)/Inventor(s): Freitas Filho, Vanderley Alves de Advisor: Martins, Marci Fileti Abstract: This study analyzes the process of establishing the orthography of the Mẽbêngôkre language, particularly with regard to its use in the Mẽbêngôkre school context. The central issue discussed involves orthographic divergences identified in different materials, including teaching materials and school texts, evidenced, for example, by the different spellings of the word “mex” and “mej” (beautiful/good). These and other disagreements arise from the use of different orthographic proposals. In the orthographic system proposed by the Summer Institute of Linguistics (SIL), the word is written with “x”, whereas in the system proposed by the Associação Floresta Protegida (AFP) it is written with “j”. In this context, the study investigates elements that should form the basis for the development of an orthographic system, such as technical-scientific principles, highlighting the linguistic-pedagogical aspect, as well as non-linguistic variables that emphasize speakers’ attitudes toward their language (BERRY, 1968 apud MORI, 1997). This qualitative research is based on a bibliographic review and on the analysis of experiences that discuss the unification and standardization of orthographic systems in other Indigenous languages, such as Guarani Mbya (BENITES, 2020) and Nheengatu (D’ANGELIS, 2023). The study also problematizes the role of Indigenous and non-Indigenous Mẽbêngôkre teachers in the process of establishing an orthographic system, the difficulties related to the production of didactic-pedagogical materials and teacher education, as well as the relevance of community participation in this process. Therefore, the orthography of the Mẽbêngôkre language, beyond its technical dimension, constitutes an instrument of cultural identity and resistance, relating to issues of language policy. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2026-03-24T00:00:00Z Freires, Maria de Fátima Barbosa http://hdl.handle.net/11422/29064 2026-04-17T06:53:39Z 2025-07-23T00:00:00Z

Title: Proposta de atividades didáticas para ensino de alfabetização em língua Mebêngôkre (Kayapó) vinculadas aos significados culturais dos grafismos tradicionais Author(s)/Inventor(s): Freires, Maria de Fátima Barbosa Advisor: Christino, Beatriz Protti Abstract: This work presents a proposal for teaching activities aimed at the literacy process in the Mebêngôkre (Kayapó) language, integrating traditional graphics as a pedagogical resource. This research assumes a qualitative approach, carried out through participant observation and direct experience at the Bepkurwyti Indigenous School, located in the municipality of São Félix do Xingu – Pará, Brazil. The main objective was to develop teaching strategies that dialogue with traditional knowledge, promoting meaningful, contextualized and culturally relevant learning for Mebêngôkre children. During this research, school practices, the importance of graphism as a visual and symbolic language, as well as the challenges faced by educators were analyzed. The results indicate that the use of traditional graphic elements in reading and writing activities enhances student engagement and strengthens cultural identity at school, making literacy more effective and respectful of indigenous ways of life. The proposal also revealed the central role of women in transmitting knowledge about body painting and craft production, reinforcing the importance of female leadership in community education. As a conclusion, we verified that the appreciation of traditional knowledge is essential for a specific and respectful intercultural education, contributing to the strengthening of the autonomy and resistance of the native peoples. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2025-07-23T00:00:00Z