This work is the result of a doctoral research developed in the ethnographic perspective
with the Apinayé, an indigenous people who inhabit the northern region of the State of
Tocantins - municipality of Tocantinópolis, speakers of the homonymous language
belonging to the Macro Jê Branch of the Jê Linguistic Family, with the objective of
identifying , discuss and analyze the Contrastive Aspects of Literacy and Bilingual and
Intercultural Literacy Between the Mãtyk and Tekator Schools of the Apinayé São José
and Mariazinha villages. Therefore, the study is justified and gains relevance as it points
out possibilities of collaboration for the recognition of cultural and language diversity, in
the school environment, at the same time that it is concerned with the development of
learning in literacy, using of the dynamics of teaching practice. For the benefit of this, the
theoretical basis of the work was based mainly on Albuquerque's research with the
Apinayé people (2016), on Bilingualism and on Interculturality by Almeida (2011), on the
writing of Ferreiro and Teberosky (1999), on the theoretical conceptions of Gonçalves
(2009), in the proposal of Mortatti (2006), in the foundational studies of Neves (2009), in
the literacy project of Kleiman (2007; 2009), in the linguistic multiplicity of Rojo (2009),
and in the foundations and reflections by Soares (2007), through the National Curricular
Reference for Indigenous Schools (RCNEI) and in the BNCC. Regarding the
methodology, the research was collaborative and followed a qualitative, quantitative and
ethnographic approach. And we used the field diary, semi-structured questionnaires,
photographs, images and assessments applied to Apinayé students in the 3rd and 5th years
as a basis for generating information. Through systematization and analysis of the data
generated, the results achieved led us to the realization that there are differences and
similarities in the teaching and learning practice of bilingual and intercultural literacy
and literacy developed between the Matyk and Tekator schools. Considering also the
dynamics that guided the research and based on the application of questionnaires with
indigenous and non-indigenous teachers, we obtained information about the continuing
education that the teachers participated, the pedagogical practice developed for the
teaching of literacy and literacy. Also, through the application of structured assessments
with students, we understand how learning has been built in this very important phase of
Elementary School. Therefore, through the study developed, the information obtained
and the reflections built, we established that there are contrasting aspects between the two
schools, situated in the questions of reaffirmation of culture, in the valorization of the
language, in favoring the use of previous knowledge acquired outside the school. , in the
organization of teaching for the use of the first language and then the second language
and in the replanning of actions for pedagogical intervention.
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