Desafios no processo de alfabetização na língua Tikuna e avaliações externas em escola indígena de Tabatinga - AM

Abstract

Between the Tikuna language, which forms the basis of identity, and the school, which historically centralizes Portuguese, this research analyzes the challenges of literacy in an intercultural and bilingual Tikuna context and examines to what extent the results of the Basic Education Assessment System (SAEB) capture, or conceal, learning effectively constructed in the linguistic reality of the community. This research, from an intercultural and bilingual perspective, was developed at the João Ayres da Cruz Indigenous Municipal School, located in Umariaçu II, in the municipality of TabatingaAM, and is anchored in the qualitative-interpretative paradigm, with ethnographic orientation and a critical and engaged approach, articulating the analysis of daily school life and literacy practices with official SAEB data, organized and examined through descriptive analysis. The results show a persistent concentration at initial proficiency levels, with direct repercussions on school progression and curriculum monitoring: in 2019, a predominance of lower assessment levels was observed for the 9th grade, both in Portuguese Language and Mathematics; in 2021, the concentration at initial levels remained for the 5th grade, especially in Portuguese Language, while Mathematics showed a more dispersed distribution; in 2023, a slight improvement was observed with an increase in levels for the 5th grade, while in the 9th grade, performance remained lower than that of similar schools. The findings reinforce the need to strengthen literacy policies and practices in intercultural contexts with a focus on the mother tongue, ensure pedagogical continuity and the recomposition of learning, expand conditions for teacher training and provision, especially in the final years, and adopt complementary and culturally sensitive assessment strategies capable of producing a fairer and more contextualized reading of learning in indigenous schools.