This article is a critical analysis of the literacy
experiences of indigenous Venezuelans
of the Warao ethnic group in the city
of Teresina, Piauí. Our object of analysis
will be three projects developed with the
following subjects: Ciranda Latina; Literacy
without Borders; and EJA Intercultural.
We will also use some interviews given by
participants in these projects to discuss
the advances and challenges of Warao literacy,
taking into account linguistic and
cultural barriers and the shelter situation
that permeates the educational experience
of this ethnic group in a foreign country.
Indigenous identity is an important social
marker for understanding the difficulties
in actually proposing an education that
might be emancipatory and differentiated.
