Bordering on the extinction, Indigenous languages, survivors of the nineteenth century, search for
alternatives for their preservation, not only in the description of languages, but also in indigenous
school education, through effective teaching-learning methodologies that assist indigenous teacher
practice in the classroom. The intercomprehension between related languages is a methodology of
language teaching, applied in Europe expounding satisfactory results when developing students’
strategies of linguistic transferences and autonomy of learning from the reading of written texts in
languages belonging to the same linguistic family, allowing the speaker of one language to establish
interaction, in their mother tongue, with speakers of other languages. Among the indigenous people of
Parkatêjê, Mẽbẽngôkre and Tapajuna ethnic groups, intercomprehension appears as a possibility for
the development of the linguistic repertoire of indigenous speakers. To do so, it is necessary to
instrumentalize the indigenous teacher in this methodology, so that he can adopt it in his native
language classes. This, therefore, is the purpose of this study. The theoretical basis for this work is based on the Description of Indigenous Languages and Applied Linguistics, especially in the studies
of European researchers. Thus, we discuss this issue from the perspective of Rodrigues (1993, 1999,
2003), Seki (2000), Cuq (2003), Escudé and Janin (2010), QECR (2001; 2007) and Hugues (2016).
The methodology applied for the accomplishment this study has its ground based upon bibliographical
research.
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