UM DIÁLOGO ENTRE A EDUCAÇÃO DO CAMPO E A LITERATURA INDÍGENA INFANTO-JUVENIL DE DANIEL MUNDURUKU

Abstract

The Rural Education is built from the identity and cultural diversity of its subjects. Brazilian cultural diversity can be represented through Amerindian literature. In this sense, indigenous people are, today, the people most prepared for intercultural dialogue. Thus, this study aims to use the literary repertoire of the indigenous author Daniel Munduruku, as an assumption for the promotion of a pedagogical practice consistent with the peasant reality, bringing to the field education, a school curriculum that meets the demands, interests, and needs of the field and its people. In methodological terms, it is anchored in the qualitative approach, being documentalbibliographical research, aiming to build references that help in the analysis of the current situation of the Rural School, as well as its challenges and possibilities to promote a meaningful education to rural people. As a conclusion, we think that Daniel Munduruku's narrative contemplates the daily life of the rural student. Bringing this literary repertoire into the peasant school makes the student feel represented, and also creates a critical spirit of preservation and conservation about the environment in which he lives. And this intercultural dialogue, through indigenous literature, stimulates peasant students to fully exercise their citizenship, since they need to take possession of literary language, become literate in it, and become competent users. Thus, contact with indigenous literature can enable this public to read other discursive modalities, including contributing to the training of teachers who work in Rural Education.