A palavra literária como resposta a discursos hegemônicos: o fazer literário de Daniel Munduruku e os sentidos sobre infâncias indígenas

Abstract

This study seeks to understand how the literature of Daniel Munduruku serves as a response to discursive hegemony in the fields of literature and education. The research is grounded in Mikhail Bakhtin’s concepts of language and ideological sign. Selected children's and young adult books by Daniel Munduruku were analyzed, with emphasis on five categories related to childhood: education, play, learning, narratives, and the child. The study observed that Munduruku’s literature offers a multivalent understanding of the “indigenous” sign, creating space for listening to otherness and promoting a sensitive, dialogical education rooted in collectivity. The study concludes that his literary work contributes to the construction of a decolonial, critical, and humanizing pedagogy, in which childhood is respected in its complexity and formative potential. Finally, it is understood that Munduruku’s texts function as responsive and critical acts against crystallized meanings of learning, teaching, growing, and living. In dialogue, and strengthening this understanding, Freire's critique of banking education acts as a centrifugal force, pulsing even more tensions towards the opening of libertarian gaps that are rooted in educational practices based on dialogue, listening and the knowledge of indigenous peoples.