Literacy and learning of the native language as a foreign language in indigenous schools in Parana

There are studies on the Kaingang Indigenous peoples of Parana that contribute to the understanding of their history, culture, social and linguistic organization. However, on schooling and the appropriation of written language, both in the Kaingang language and in the Portuguese language, the researches and publications are rare, even though it's a very relevant theme, given the accelerated pace of the loss of minority languages in the world and in Brazil, because of a neoliberal policy of minimal state and little investment in teacher training to work in socially relevant areas such as languages, including indigenous languages that require investment in the training of indigenous teachers and linguists. In this article, the result of bibliographical, documentary and empirical researches, we present the literacy process during the appropriation of written language, the relationship with bilingualism and the process of teaching and learning of the indigenous native tongue that even among monolingual children in Kaingang, is put into the organization of the curriculum and receives the treatment of a foreign language, which can seriously compromise learning and literacy of both the indigenous language and the Portuguese language. It is evident that investment in the continuied education of indigenous teachers is one of the strategies to overcome this situation.