The article aims to describe the modes of writing appropriation and its consequences to the construction process of beliefs, values, skills and competences related to the written culture of young and indigenous people who concluded the third year of high school between 2009 and 2011. The consolidation of the differentiated-schooling project at Xakriabá villages depends on the mechanisms and representations through which actors interpret and give meaning to school and the practices of literacy. It was observed that the writing in the schooling context is articulated according to social and political demands in which young students appear as important characters along the elders and it is used as a mediating relation in a variety of contexts. Besides that, writing is used in the construction of personal and collective narratives articulated in processes of (res) construction of identity in face of social and political demands.
Literacy; Writing Culture; Identity; Everyday Life
