Avaliação do ensino da língua Ticuna no Ensino Fundamental II sob a perspectiva dos moradores da comunidade São Leopoldo (Alto Solimões-AM)

Abstract

This dissertation investigates the appreciation of the Ticuna language and its relationship with cultural preservation, identity, and knowledge production in the São Leopoldo Indigenous Community, located in the municipality of Benjamin Constant, Amazonas, Brazil. The study focuses on lower secondary education (Ensino Fundamental II) at the Professor Juvenal Lisbão Galdino Mera#cü Municipal Indigenous School, analyzing the perceptions of teachers, community leaders, parents, and students regarding the school-based teaching of the Ticuna language. The research adopts a qualitative, ethnographic, and intercultural approach, based on fieldwork, semi-structured interviews, field notes, and audio recordings. The findings indicate that the Ticuna language occupies a central role in both the school and the community, being understood not only as a means of communication but also as a fundamental element of ethnic belonging, intergenerational transmission of knowledge, and identity affirmation. Participants’ narratives highlight the recognition of the linguistic complexity of Ticuna, particularly in phonological and syntactic domains, as well as challenges related to teacher training and the production of specific teaching materials. The study concludes that strengthening the teaching of the Ticuna language in Indigenous schools is essential for ensuring the continuity of the language and culture, contributing to a culturally grounded and context-sensitive model of Indigenous education.