Planejamento do ensino-aprendizagem da leitura e da escrita em uma escola Kokama

Abstract

This paper analyses the teaching practice of kokama and teaching-learning process of reading and writing of Kokama indigenous students in the second year of a primary school at the Bom Jesus Indigenous Municipal School, in the Kokama Community of São José do Taracuá, located on the Middle Solimões River, in Fonte Boa City, Amazonas. The theoretical framework is made up of studies by Altaci Rubim (2016, 2020 and 2023), Gersem Luciano (2006), Roxane Rojo (2009) and Emília Ferreiro (1996). The data was produced between July and August 2023, and the corpus of the study comprises lesson plans, lesson observations and interviews with two teachers. The data was treated in qualitative terms and the results show that the lesson plans are well-structured and are based on the Kokama reality for teaching and learning of reading and writing. The observations show that, despite the difficulties, there is an attempt to develop the lessons taking into account interculturality and the people's own learning processes. The observations also show that the majority of students finish the year without being literate. In addition, the interviews revealed the need for continuing training for the teachers, especially in the area of Languages; there is a need for family participation as an essential part of the school teaching-learning process. Finally, the interviews revealed that the curriculum framework for non-indigenous schools in the state of Amazonas is, by and large, the model for indigenous schools, and does not meet the needs of the Kokama school.