Abstract
This work aims to discuss, from Brian Street’s contributions, the pedagogization of literacy that occurs among the Guarani and Kaiowá indigenous people from the city of Dourados, in Mato Grosso do Sul. With an Ethnographic approach, based on Cultural Studies, the research data was collected using the monitoring tool, interviews with 10 teachers, and a set of pedagogical activities with 08 indigenous students from 12 to 15 years old. The results indicate that the mastery of reading and writing, besides the knowledge of the Western codes, has been synonymous with professional and academic success. Although indigenous students have traditional knowledge, recognized from the stories of their people, what has been valued in school is the written code, the non-mastery of which results in stigma and prejudice.
Keywords
indigenous education; indigenous students; literacy; pedagogization