INDIGENOUS LITERATURE IN THE TRAINING OF TEACHERS AND CHILDHOOD TEACHERS

Abstract

The article aims to reflect on the practice of reading indigenous literature in the initial training of kindergarten teachers. To this end, it analyzes reflective records of students from the Higher Normal Course with Qualification in Early Childhood Education, from the Instituto Superior de Educação Pró-Saber in Rio de Janeiro. The Reading and Writing Workshop discipline, offered in the three years of the course, has literature as the central axis of the work and has given special emphasis to indigenous literature. The analyzes of the records point to the initial lack of knowledge of the teachers in training about this literature, but they also indicate a change in vision in relation to indigenous themes and the enchantment in the face of the new knowledge constructed.