Glossário escolar sobre a fauna Mebêngôkre/Kayapó

Abstract

This dissertation presents the production process of a bilingual Kayapó–Portuguese teaching material, in the format of an illustrated school glossary on Mebêngôkre/Kayapó fauna, developed with the participation of students from the Môxkàrkô village. Recognizing that the lack of contextualized pedagogical materials compromises bilingual education and cultural preservation, this research proposes the systematization of a glossary of animals, articulating language and culture within the indigenous school environment. The methodology was qualitative, based on participant observation, lexical data collection within the community, and collaborative recording with teachers and students. The definitions provided highlight the centrality of animals in the Mebêngôkre worldview, as seen in mythical narratives, rituals, and subsistence practices, revealing the intertwining of language, environment, and identity. The experience demonstrates that lexicography, when applied to indigenous education, goes beyond the technical scope, serving as a tool for cultural valuation and for expanding the significant social uses of writing in the Mebêngôkre language, especially in the school context. It is concluded that the development of bilingual materials with community participation represents an effective path toward promoting a differentiated education and ensuring the linguistic and cultural vitality of the Mebêngôkre people.