O documento curricular do território maranhense: reflexões sobre a formação docente e o ensino de literatura indígena na educação básica

Abstract

This work is an excerpt from the ongoing research developed in the Professional Master's Program in Education at a public university in Maranhão. Its objective is to analyze teacher training and the teaching of indigenous literature in basic education, through the understanding of the guidelines defined in the Curricular Document of the Territory of Maranhão (DCTMA) for Portuguese Language teachers. For this investigation, the DCTMA for Early Childhood Education and Elementary Education was chosen as the research corpus, focusing on the second stage of basic education. We propose to develop an investigative study that allows us to consider which approaches defined in the document contribute to the process of training teachers in Maranhão, observing particularly the guidelines for the Portuguese Language curricular component with regard to the teaching of indigenous literature. In the analysis of the guidelines for Portuguese Language teachers in the DCTMA, we observed the recognition of the relevance of teaching that values ​​cultural plurality, but with propositions limited to citing the competencies and skills prescribed in the National Common Curricular Base.