Banca de QUALIFICAÇÃO: ADRIANA NEGAROTÊ

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ADRIANA NEGAROTÊ
DATA : 20/08/2026
HORA: 14:00
LOCAL: Plataforma Google Meet/ Link = meet.google.com/bxb-ygqv-ohi
TÍTULO:

Teaching the Negarotê Language through a Plant Origin Narrative

PALAVRAS-CHAVES:

mother-tongue teaching; lexicon; Negarotê language; narrative of the origin of garden plants; teaching practice

PÁGINAS: 40
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
RESUMO:

The primary objective of this study is to discuss the lexicon found in the narrative regarding the origin of crops among the Negarotê-Nakado'tu people. It aims to document their culture, traditional knowledge, and cultural practices through the teaching of the Negarotê language. This initiative seeks to strengthen indigenous knowledge and pave the way for future research in this cultural and educational field—specifically focusing on the lexicon present in the narrative and the relationship between the human body and native crops—thereby fostering values that help shape a conscious new generation. The Negarotê people refer to themselves as *Nakado'tu*, a term meaning "people" or "human beings." They reside in the municipality of Comodoro, Mato Grosso state, within the Guaporé Valley Indigenous Territory—a region characterized by forest cover and settlements near river headwaters. The current population stands at 185 individuals who speak the Nakado'tu-Negarotê language; this language does not belong to a known linguistic stock and is classified as a language isolate. The community is organized into nine villages: Nova Geração, Aldeia Central Negarotê, Aldeia Buriti, Aldeia Jacaré, Jacaré Linha 1, Aldeia Rio Piolho/Murici, Aldeia Tumandu, Aldeia Figueira, and Aldeia do Renato. They are renowned for their rich cultural heritage—encompassing rituals, dances, traditional songs, cuisine, and medicinal herbs—with the "girl-to-woman" coming-of-age ceremony serving as a key focal point of their identity. The research's pedagogical approach involved working with 4th and 5th-grade elementary students at the Rio Vale do Guaporé Municipal Indigenous School (Jacaré Annex) using the narrative regarding the origin of plants. The research was conducted in stages—involving the recording of narratives with elders, photography, transcription, workshops, and classroom activities—with the aim of identifying documentation methodologies to strengthen the language, such as cataloging human body parts through drawings and their relationship to food, as well as writing in the mother tongue, thereby integrating formal knowledge to produce educational materials for both the school and the community.

MEMBROS DA BANCA:
Presidente - 70160009 - REJANE CENTURION GAMBARRA E GOMES
Interna - 75013007 - MONICA CIDELE DA CRUZ
Externo à Instituição - QUESLER FAGUNDES CAMARGOS - UNIR