Atividades de leitura nos modos de subjetivação escolar do povo Akwén-Xerente (Jê)

Abstract

I analyze reading activities within the scope of Akwén-Xerente school education and establish how these activities are used in the ways of subjectivity of teachers and students Xerente. To achieve this aim, I discuss how the linguistic-discursive processes of subjectification of school subjects take place and how these imperatives are expressed in practices carried out in the classroom, in documents, parameters, educational policies and others that concern indigenous school education, particularly documents that concern the Xerente (Braggio and Sousa Filho, 2006 and Sousa Filho, 2011). The theoretical foundation is based on the concepts of subject elaborated by Foucault (1995) and Bakhtin (2000). It is a qualitative-descriptive study whose methodological proposal converges to the analysis of the official documents that regulate the proposals for indigenous school education in the country and to the ethnographic observations of the pedagogical practices of the Xerente. The results point to the construction of elements of subjectivity elaborated in the discursive reading practices, which provide bases for the apprehension of new regimes of truth about the subject and his ways of acting socially.