Os desafios no processo de alfabetização e letramento dos alunos indígenas Mebêngôkre-Kayapo na E.M.E.F. Marechal Rondon, Zona Urbana de São Félix do Xingu-PA.

Abstract

This study, conducted in the field of education, is a relevant reflection on the presence of indigenous students at the E. M. E. F. I. Marechal Rondon urban school. It aimed to analyze the teaching-learning process of indigenous students and the methods adopted by this school to make learning more meaningful for them. The methodology used is based on qualitative research. Field research was conducted with classes from 1st to 9th grade, and interviews were held with the teachers of those classes. The study facilitated a better understanding of the educational reality experienced by indigenous students when they enter urban schools. In addition to fostering reflection on the importance of the teacher's role as a mediating figure in pedagogical work, it also became evident that, even if the process of inclusion of indigenous peoples becomes effective, there is a need for interpreters in the classroom. This is because one of the existing barriers to the meaningful effectiveness of learning is rooted in the Portuguese language used in schools