Authorship and cultural identity in indigenous textual production

Abstract

Since the colonization of our country until the70s, schools had the function of civilizing and acculturating indigenous peoples. Through constant demands of the ethnicities, it becomes a means of cultural preservation, interaction with non-indigenous people and fighting for rights. Within this perspective, a study was conduced out at the Kamadu school, of the juruna ethnic, in Mato Grosso, which can be considered action research, as it was proposed to observe whether the corrections made by an external teacher-researcher, in Portuguese texts by indigenous people, whether or not they would result in “loss of cultural identity” or “loss of authorship”. To this end, a Learning Workshop was held in which Constitutional Amendment Proposal 215 was debated and participants produced an open letter. During the Workshop, the Didactic Sequence and Textual Refactoring methods were used. Our results revealed that effective teaching/learning approaches are capable of preserving cultural identity. With regard to textual production, signs of authorship and reading were evident, as well as a mark of cultural identity, in order to overcome linguistic prejudices.