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)

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.