Connection of knowledge in textual practices between indigenous students, in The Javari Valley, Amazonas (AM), Brasil

Abstract

This article presents teaching possibilities in an intercultural class, based on differentiated pedagogical didactic activities with indigenous populations, in the curricular component of Textual Production, in Portuguese, language in the mathematics course carried out by the Teacher Training Program (Parfor), in 2022, in the municipality of Atalaia do Norte, in the Amazon. Twenty-seven students, teachers in training from the Mayoruna, Matis, Marubo, Kanamary, Tikuna, and Kulina ethnic groups participated in the study. The activities were carried out based on an intervention plan distributed in five classes. The methodology of this investigation is of a qualitative approach, of the descriptive type developed under the bias of action research (Gil, 2008; Thiollent, 2003). The students were able to reflect on the contents from the description of their daily experiences in their communities and in their graduation. As a result, the construction of des­criptive and argumentative texts stands out, in which the employability of the textual typology and the discourses produced in these writings were analyzed, following the examining lens of Dialogic Discourse Analysis (DDA) (Bakhtin, 2016). The results reveal the integration of the L1 with the L2 in a communicational way. The reflection allowed us to give visibility to the textual production, verbal and non-verbal discourse, through bilingualism, based on differentiated education for indigenous peoples.