In teaching the Warao language, Spanish and Portuguese, encounters, affections,
biographies, experiences, and creativity come together to establish a new narrative with the
purpose and meaning of bringing the Warao language to life. Our river of experience led us
to the conclusion that the dissertation would be navigated through an innovative
methodology - The Narrative -, by LUCIO (2020). This investigation therefore took place
in a dimension where water intertwined with a fictional character who was to serve as a
link between the fictional and authorial narratives developed with the proposed discussion
to portray an autobiographical and formative experience. There are discussions and
dialogues included regarding the university's role in social struggles, its importance in
establishing affirmative policies, questioning the university's role in teaching Pan-Amazon
languages, and learning in training environments, what intercultural teaching is, what it is
for, and how to use it for training that breaks chains, resistance to cultural extinction. In the
area of language in higher education, a collection of narratives of subjects, bodies, and
stories that occupy and constitute the university space. Consequently, educational products
and by-products are suggested that can assist Warao intercultural teaching and learning.
The research was developed during the professional master's degree in Criatividade e
Inovação em Metodologias de Ensino Superior (PPGCIMES), within the research area
Inovações Metodológicas do Ensino Superior (INOVAMES). The dissertation included
theoretical support from Viñas (2004) who discusses the definition of culture and
intangible cultural heritage, experience from Larrosa (2014), experience and
transformation, and narrative research from Clandinin and Connelly (2011). In addition to
the discussion towards creativity of Mihaly Csikssentmihalyi (1999) and Pascale (2005),
liberating education by Paulo Freire (1997), Discursive Genres Bakhtin (1997), Language
by Bakhtin (1997) and Geraldi (1996), Teacher Training in Cyberspace Lévy (2000)
among others that complement the theoretical narrative and methods of this dissertation.
The researcher has opened herself to the experience that narrative research provides and
highlighted the feelings and impressions of those who allowed themselves to be touched
and transformed through the creative process described.
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