Communication that employs multiple semiotic modes, such as oral and written verbal language, static and moving image, sound, music, gesture, and sculpture, to represent meanings.
Published in Chapter:
Initial Literacy Teaching of Indigenous Children: Designing Pedagogy for Urban Schools
Mayara Priscila Reis da Costa (Federal Institute of Education, Science, and Technology of Amapá, Brazil & University of Minho, Portugal), Íris Susana Pires Pereira (Institute of Education, University of Minho, Portugal), and Silvia Lopes da Silva Macedo (French Guiana University, French Guiana)
Copyright: © 2020
|Pages: 23
DOI: 10.4018/978-1-7998-2722-1.ch022
Abstract
This chapter presents a pedagogical design for the language and literacy learning of indigenous children within mainstream non-indigenous schools in the municipality of Oiapoque, located in the Federal State of Amapá, Brazil. It describes the linguistic and cultural diversity that characterizes the area followed by the outline of the key tenets underpinning the educational policy that frames language and initial literacy education in indigenous communities. The chapter then problematizes the case of migrant indigenous children in urban schools, where there is no specific legal protection for their linguistic and literacy education. In response to this shortcoming, authors present a culturally and linguistically sustaining pedagogy based on the Linguistically Appropriate Practice method, aimed at guiding teachers to educate these children to become bilingual and proud of their cultural heritage. The design is innovative in the context of its application in Brazil and of potential relevance for similar contexts worldwide.