The process of reading and writing acquisition by Apinayé children

Abstract

Current analysis discusses the importance of Linguistics for bilingual indigenous primary school teachers following Cagliari (1999). The author underscores that the reading and writing process is made up of linguistic activities indispensable for people who teach writing and reading, taking into consideration the nature, function and use of writing. It is also highly relevant to start with an analysis of the oral language that Apinayé indigenous children bear when they arrive at school to acquire literacy. Difficulties in learning may be thus avoided. The paper also investigates the speech-writing relationship as different but highly linked factors for the indigene, and mistakes as an exercise in hypothesis within the writing construction. The paper also reports on the practice of a Third Year primary school indigene teacher in the Apinayé São José village school. Her practice is identified through the observation of lessons on the mother language, conversations and analysis of text production by Apinayé school children during 2010-2011. The period refers to the implementation of the project Observatory of Indigene Education/CAPES by the Project Apinayé School Education within the Bilingual and Intercultural Perspective. This boils down to the fact that it is possible and necessary to teach reading and writing in indigenous languages and in Portuguese without adopting the strict and tradition syllable method.