http://hdl.handle.net/11422/23108 Wed, 22 Apr 2026 03:03:55 GMT 2026-04-22T03:03:55Z http://hdl.handle.net/11422/29065 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 Tue, 24 Mar 2026 00:00:00 GMT http://hdl.handle.net/11422/29065 2026-03-24T00:00:00Z http://hdl.handle.net/11422/29064 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 Wed, 23 Jul 2025 00:00:00 GMT http://hdl.handle.net/11422/29064 2025-07-23T00:00:00Z http://hdl.handle.net/11422/29063 Title: Escrita e oralidade da língua portuguesa no ensino escolar indígena do povo Ticuna na escola estadual indígena Dom Pedro I, localizada na comunidade Vila de Betânia, município Santo Antônio do Içá (estado do Amazonas) Author(s)/Inventor(s): Rodrigues, Maria das Graças Prado Advisor: Peixoto, Jaqueline dos Santos Abstract: This dissertation analyzes Portuguese language teaching in the context of Ticuna Indigenous school education, focusing on the Dom Pedro I State Indigenous School, located in the Vila de Betânia community, in the municipality of Santo Antônio do Içá, in the state of Amazonas. The study recognizes orality as a central element in the transmission of knowledge and cultural values of the Ticuna people and investigates how the introduction of writing and the teaching of Portuguese can be carried out respectfully, critically, and interculturally, without suppressing the mother tongue. The research adopts a qualitative approach, based on classroom observations and informal conversations with teachers, seeking to understand how pedagogical practices focused on orality and writing in Portuguese connect with the linguistic and sociocultural reality of Ticuna students. The main objectives are: to identify the strategies used in teaching Portuguese, to understand students' perceptions of the use of this language, and to investigate the role of the Ticuna language in the learning process. The results indicate that oral communication in the native language is essential for the development of writing and reading in Portuguese, especially when integrated with local cultural elements, such as myths, traditional stories, and daily activities. The most effective pedagogical practices were those that value active listening, student empowerment, and intercultural mediation, especially by Indigenous teachers. The research also reveals that Portuguese is learned as a second language, and that its appropriation occurs more significantly when teaching begins in the Ticuna language, respecting the community's own ways of learning. From a sociolinguistic perspective, the study contributes by demonstrating how Ticuna-Portuguese bilingualism should not be understood based on normative models, but rather as a dynamic phenomenon, influenced by identity, cultural, and ideological factors. It also highlights the impact of beliefs about "correct Portuguese" on school practices and students' self-esteem. From the perspective of bilingual education, the research proposes that Portuguese language teaching be linked to Indigenous orality and culture, utilizing familiar textual genres, collaborative activities, and formative assessments. Among the recommendations, public policies that value the training of Indigenous teachers, the production of contextualized bilingual teaching materials, and the development of school curricula with the active participation of communities are highlighted. Pedagogical practices should integrate orality and writing, respect Indigenous learning times and modes, and promote dialogue between languages and cultures in contact. The research acknowledges limitations such as the small number of participants and the geographic scope, but offers valuable insights for future research on bilingualism, intercultural education, and language policies aimed at Indigenous peoples. In short, this work contributes to the strengthening of a critical, inclusive Indigenous school rooted in the knowledge of the Ticuna people. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Wed, 27 Aug 2025 00:00:00 GMT http://hdl.handle.net/11422/29063 2025-08-27T00:00:00Z http://hdl.handle.net/11422/29052 Title: Entre o português e o Ticuna: aprendizagem linguística e tensões interculturais na Comunidade de Feijoal (Benjamin Constant, AM) Author(s)/Inventor(s): Aiambo, Renato Agostino Advisor: Peixoto, Jaqueline dos Santos Abstract: This dissertation analyzes the tensions, displacements, and intercultural pathways that shape the teaching and learning of the Portuguese language in the Ticuna Indigenous context, based on the school experiences of students from the Cacique Manuel Florentino Mecüracü Indigenous State School and the Professor Raimundo Carneiro Aiambo Baiatacü Indigenous Municipal School, located in the Feijoal Indigenous community, in the municipality of Benjamin Constant, Amazonas. The study investigates how students move between the Ticuna language and Portuguese throughout Lower and Upper Secondary Education, as well as the effects of this linguistic movement on school learning and the construction of Indigenous identities. The research adopts a qualitative approach of an ethnographic and interpretive nature, employing different methodological procedures such as classroom observation, structured and semi-structured interviews with students and Indigenous school staff, analysis of textual productions, and records of everyday school life. Data analysis is guided by an intercultural perspective that considers the linguistic, cultural, identityrelated, and pedagogical dimensions of bilingualism as experienced in the Indigenous school. The results show that the Ticuna language occupies a central position as a language of belonging, affectivity, and cognitive mediation, being essential for understanding school content and for students’ participation in educational practices. Portuguese, in turn, is predominantly experienced as the language of formal schooling, associated with writing, assessment, and institutional demands, and thus emerges as a recurring source of difficulties, especially in the final years of schooling. In this context, students develop their own learning strategies, such as code-switching, cultural translation, and peer support, revealing bilingualism not as an obstacle but as a pedagogical and identity-related resource. The study also highlights the role of Indigenous teachers and school administrators as intercultural mediators, whose work articulates school knowledge and traditional knowledge, contributing to the construction of culturally situated pedagogical practices. It concludes that the teaching of Portuguese in Indigenous contexts should be understood as a process of intercultural mediation, grounded in the appreciation of the mother tongue and in the development of bilingual methodologies that recognize linguistic plurality as a foundation of Indigenous school education. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Fri, 20 Feb 2026 00:00:00 GMT http://hdl.handle.net/11422/29052 2026-02-20T00:00:00Z