Vivências com a poesia de Márcia Kambeba na sala de aula.

Abstract

This dissertation's main objective is to develop anti-racist literary education work with 9th year elementary school students with the poetry of indigenous author Márcia Kambeba. We sought to highlight the relevance of indigenous poetry in the resistance of original peoples in relation to the fight against racism. The research used poems from several works by Kambeba, such as Saberes da Floresta and O Lugar do Saber Ancestral, etc. As theoretical excerpts that guided our investigation, we highlight: In the field of reflections on indigenous literature: Almeida (2009), Cagnet (2015), Dorrico (2021), Graúna (2013), Munduruku (2010 /2017), Potiguara (2019), Thiel (2012). In the methodological field, we make use of the reception method supported by Bordini & Aguiar (1988) and performative in Oliveira (2018), also the conception of literary conversations in Bajour (2012), Pinheiro (2018) and Rosemblat (2002) that contribute to the reflection relating to an interactive approach to the literary text. The experience of reading indigenous poetry in the classroom favored a change in the students' view of indigenous peoples. There was a recognition of prejudiced perceptions that circulate, as well as a greater interest in the diverse cultural manifestations of Brazilian indigenous people.