Márcia Kambeba's poetry and its reception in the school context

Autores

DOI:

https://doi.org/10.5281/zenodo.10439348
Palavras-chave: Reader's formation, Márcia Kambeba, Indigenous literature

Resumo

In the 21st century, the lack of knowledge about native peoples in the classroom is still a mobilizer of prejudice, lack of respect and lack of recognition of the ancestors culture. For many, the image of the indigenous stereotype that has been portrayed since colonial times persists, so it is essential to demystify this image by bringing indigenous culture to schools through literature written by the natives themselves. The objective of this paper is to reflect on the production of indigenous poet Márcia Kambeba, as well as to present an experience with some of her poems in the school context. Thus, we point out a way to comply with federal law nº 11.645/2008, which makes it mandatory to teach the culture of native peoples at school. Our work is based on Gomes (2012), Silva (2012), Graúna (2013), Silva (2014), Potiguara (2019), Bergamaschi (2012), among others. The experience of reading indigenous poetry in the classroom favored a change in students’ view of indigenous peoples. There was a recognition of prejudiced views circulating, as well as a greater interest in the various cultural manifestations of indigenous Brazilians.

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Biografia do Autor

Catharie Brandão de Souza, Universidade Federal de Campina Grande - UFCG

Catharie Brandão de Souza was born in Feira de Santana, Bahia, and is a Portuguese language teacher. She is currently pursuing a Master's degree in the Language and Teaching Postgraduate Program - PPGLE-UFCG (2021); specializing in Early Childhood Education and Literacy (2022). She graduated in Portuguese Language from UFCG (2018) and is currently an undergraduate student in Pedagogy at Unifatecie (2023). She worked as a teacher in Elementary and High School in Basic Education in the state of Paraíba, focusing on linguistics and literature (2018-2022).

José Helder Pinheiro Alves, Universidade Federal de Campina Grande - UFCG

Graduated in Portuguese Language from Faculdades Integradas de Uberaba (1983),
Master in Portuguese Language (Brazilian Literature) from Universidade de São Paulo (1992),
Doctor in Portuguese Language (Brazilian Literature) from Universidade de São Paulo(2000),
Postdoctor from Universidade Federal de Minas Gerais (2004)

Referências

BERGAMASCHI, Maria Aparecida. GOMES, Luana Barth. The indigenous theme at school: essays on intercultural education. Curriculum without Borders, v.12, n.1, pp. 53-69, 2012.

GRAÚNA, Graça (2013). Counterpoints of contemporary indigenous literature in Brazil. Belo Horizonte: Mazza.

KAMBEBA, Marcia Wayna. Ay Kakyritama: I live in the city. 2nd. ed. São Paulo: Polén, 2018.

KAMBEBA, Márcia Wayna. The place of ancestral knowledge. São Leopoldo: Casa Leiria, 2021.

LEMOS, Roma Gonçalves. Indigenous children and youth literature: Challenges and Perspectives. letra indígena. v.1, n.1, 2012. São Carlos: SP: Federal University, languages laboratory leetra. pag. 77. Available at: < https://issuu.com/grupo.leetra/docs/leetra_vol1 > . Acessed at 15 de Novembro de 2017.

POTIGUARA, Eliana. Half face, half mask/ Eliane Potiguara. Rio de Janeiro, RJ – 3ª Edition revised – Grumin, 2018.

REPUBLIC PRESIDENCY, Civil office. Planalto, 2008. Available at: < https://www.planalto.gov.br/ccivil_03/_ato2007-2010/2008/lei/l11645.htm >. Acessed at: 20 de julho de 2023.

RUTHERFORD, J. (ed.). Identity: community, culture, difference. London: Lawrence and Wishmt, 1990.

SILVA, Márcia Vieira da. Reterritorialization and identity of the Omágua-Kambeba people in the Tururukari-Uka village. 2012. 175 f. Dissertation (Masters in Geography) – University.

SILVA, Tomaz Tadeu da. Identity and difference: the perspective of cultural studies/ Tomaz Tadeu da Silva (org). Stuart Hall, Katryn Woodward. 15. ed. – Petrópolis, RJ: Vozes, 2014.

SOUZA, Victor Gustavo de. Elementary school students and their perceptions on Brazilian natives. Linhas Críticas, [S. l.], v. 26, p. e32369, 2020. DOI: 10.26512/lc. v26.2020.32369. Available at: https://periodicos.unb.br/index.php/linescritical/article/view/32369. Acessed at: 22 Dez, 2022. 2023.

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Publicado em

30 de dezembro de 2023

Como Citar

SOUZA, C. B. de; ALVES, J. H. P. . Márcia Kambeba’s poetry and its reception in the school context. Revista Letras Raras, Campina Grande, v. 12, n. 3, p. 185–201, 2023. DOI: 10.5281/zenodo.10439348. Disponível em: https://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/2131. Acesso em: 19 abr. 2024.

Seção

Artigos de temas livres