Contextualizando o ensino de português: lições de um professor indígena

Abstract

One of the major challenges to contemporary school education concerns to disciplinary fragmentation of knowledge and its abstraction from reality as experienced by students and their communities. In this way, the aim of this paper is to present the foundations and development of a didactic proposal in the field of language education implemented by an Indigenous teacher as part of his Pedagogic Supervised Internship activities in the Intercultural Education Teaching Degree course at Federal University of Goiás, which seeks disrupt the logic of disciplinary and decontextualized school education. Through the presentation and problematization of the Indigenous teacher's reflexive records, it is argued that the relevance of his work lies exactly in the way he contextualized communicative practices in the Portuguese language teaching in an Indigenous high school class, looking at a local situation that provided the expansion of the students' communicative repertoires and their agency through language practices.