UMA PESQUISA NARRATIVA VIVIDA EM MONITORIAS DE LÍNGUA PORTUGUESA COM DISCENTES INDÍGENAS EM UMA UNIVERSIDADE PÚBLICA NO BRASIL

Abstract

In this narrative inquiry, a student of Languages and her undergraduate thesis supervisor narrate her journey of rethinking the Portuguese enrichment classes for indigenous students at a federal university in the Midwest region of Brazil, seeking to understand who they are and who they are becoming in relation to the students and the research and what the conceptions of language, teaching and learning they had as a basis for their actions. The theoretical-methodological perspective is narrative inquiry according to Clandinin and Connelly (2015), which focuses on individual experiences lived and told through stories, based on the concept of experience according to Dewey (1938) - with the criteria of experience - continuity and interaction. As a theoretical framework, the authors discuss the teaching of oral and written genres in the academic field (MAGALHÃES, CRISTÓVÃO, 2018; DOLZ, 2014; DIONISIO, 2011; ABREU-TARDELLI, LOUSADA, 2007) and the conceptions and world views of indigenous scholars and writers (WERÁ, 2018, 2019; POTIGUARA, 2019; KRENAK, 2019). The results of the research are five stories co-composed collaboratively: Language prejudice and focus on grammar; The danger of the single story about the indigenous student; What makes sense in teaching Portuguese to indigenous people?; The beginning of transformation with a new course plan and A fresh start with responsive communities and collaborative work.