Proposta de atividades didáticas para ensino de alfabetização em língua Mebêngôkre (Kayapó) vinculadas aos significados culturais dos grafismos tradicionais

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.