REFLEXÕES ACERCA DA DOCÊNCIA NA ALFABETIZAÇÃO DE ALUNOS INDÍGENAS DO MUNICÍPIO DE NAVIRAÍ-MS

Abstract

This research aims to analyze the opinion of teachers about the literacy process of indigenous students in the public school system in the city of Naviraí/MS. The specific objectives consisted of: investigating the experiences of teachers involved in the literacy process for indigenous students in Naviraí; analyzing the teaching strategies used by teachers to deal with the specific needs of indigenous students; evaluating the resources available to support indigenous education in the municipality's schools; and identifying the support projects for indigenous education that exist in Naviraí. Qualitative research was carried out using semi-structured interviews with four literacy teachers from two municipal schools. This study sheds light on teaching practice in the literacy of these students, focusing on three essential pillars: the complex linguistic issue, the intricate processes of planning and pedagogical practice, and teacher training as a key element in educational effectiveness. By investigating the reality of education for indigenous pupils in the Naviraí/MS municipal school system, the study revealed a series of challenges faced by teachers, pupils and the education system. Teachers point out that they treat indigenous pupils equally, giving them the same attention and respect, but they are aware of the unique difficulties faced by these pupils, such as the language barrier and the lack of preparation to understand indigenous language and culture. The lack of such preparation underlines the urgency of implementing training programs for teachers to equip them with the necessary skills to deal effectively with the diversity in their classrooms.