*2.3.2 According to Txai Suruí, what are the consequences lived by the indigenous people in the Amazon Forest?*

Here, the objective is to make students think about these consequences that affect the indigenous community and how they suffer with it. It is also important to make them put themselves in indigenous people's shoes and imagine how they would deal with each situation that deforestation causes.

#### *2.3.3 How much has deforestation increased in percentual?*

This question will make the student not only search for statistical data but also consider what causes are to deforestation and who is responsible for this situation. Probably will be kind of hard to get the exact reply due to the complex knowledge necessary about politics and the economy in relation to the environment. It is worth reminding that the students from the program do not have access to education of quality due to their social vulnerability.

#### *2.3.4 What is the profession of Txai Suruí presented in the text?*

With this question, students will be able to recognize how important is to provide education to indigenous people and it is an opportunity for the teacher to foment in them the search for this education opening their minds to think about the academic context.

Clearly, during the process of elaboration of all of the units, it is possible to add more questions according to the needs of them. Other suggestion for this unit is a section where students will find some questions directed to them. Questions like: "How are you taking care of Amazon Forest?", "Are you against or in favor to deforestation?", "Do you agree that saving the Amazon Forest is important to the rest of the world?" The core of the textbook is given to Guamá Bilíngue students the total picture of the current situation of the Brazilian Amazon Forest focusing on lifestyle, predatory extraction, deforestation versus conservation, equality in education, especially indigenous and "quilombos original peoples" as much as it is possible in 10 units always keeping in mind that the analogical understanding process has to be used from the vocabulary choice to the grammar topics and language linguistic register.

After the text reading and comprehension, the grammar presented in the material contribute to the learning process of students. The suggestion is to follow the example of the Spanish textbook and insert the Future Tense of English in the unit. Although, the section part will not start right with the grammar explanation, some questions like: "Will the Amazon Forest disappear?", "Will indigenous people reach their goals with their activism?" "Will we suffer the consequences of deforestation too?" "Will global warming finally end some day?". The proposal of these questions is to introduce the future in a contextualized way and then to explain how to use the auxiliary verb "will" in the affirmative, negative, and interrogative forms with its respective

exercises. With this, students can think about the future of nature and the actions that must be taken to guarantee a good future for us.

Here it is presented the grammar topic in the Spanish textbook which is Simple Future as it has been mentioned above:

In **Figure 4**, it is possible to notice how the grammar part is presented. It is worth reminding that grammar is not the main focus of the program but is a tool in the learning process for Guamá Bilíngue students.

One final item to be shown is that the final page in the Spanish textbook is already about global warming. Here it will be found a topic that seems not to belong to the ecological/sustainable tactic of the textbook. STD issues are a constant menace to Guamá Bilíngue students as much as to the forest peoples so that topic is somehow correlated with the even living in the relations with forest peoples.

#### **Figure 4.**

*Present simple explanation and questions, page 43 in the Spanish material.*

*The Amazon Forest in Classes of "Guamá Bilíngue" Project DOI: http://dx.doi.org/10.5772/intechopen.110826*

**Figure 5** shows another part of the unit that contains another text about global warming. Here is a big important part of the class in the program. It is where students will know the causes and consequences of the destruction and deforestation of nature through the reading activity.

After the reading part, the teacher will start a discussion in order to increase the critical thinking of these students mentioning each cause of global warming presented in the text and trying to make them identify who causes it or how. Then, the discussion goes to the consequences, where students are able to identify how these consequences are already affecting us directly or indirectly, and maybe invite some

**Figure 5.** *Global warming and STD, page 44 in the Spanish material.* students to talk about their own experience, because sometimes some of them could have already lived some experience such as facing a flood in their neighborhood, or some kind of contamination of food.

This makes the discussion in class more personal about what involves the affective filter. Then, teachers encourage students to find solutions or even to start practicing actions that they are not used to practicing like saving water, energy, etc.

### **3. Conclusions**

In a nutshell, it is possible to realize how the suggested unit for the English textbook to the Guamá Bilíngue will take students to a mood of reflection about the environment and the Amazon Forest, where they are interleaved. The textbook must be elaborated following the proposal of the program and the goals that teachers and students must reach. For this reason, is important to consider the needs that students have, the objectives they must reach and the learning process of the language that works as a tool for the achievement of the main proposal of the program: to encourage teenagers that are about to conclude the high school and have little or no perspective to their future.

All issues regarding conservation must be focused on the development of Guamá Bilíngue material for English learners. While we are still trying to find the best way to teach sustainability to these vulnerable students, we still keep growing in our way of seeing sustainability in Amazon Forest based on education from the elementary school until teachers under graduation course.

The material or textbook is a guide much relevant in any learning process and it must be elaborated thinking about the goal that the teacher wants to reach in their students. In this program, the textbook differs slightly from other textbooks of other languages courses where the main objective is to learn the language properly, whether to travel or to get communication with others. In Guamá Bilíngue, the textbook is configured to serve as a guide to mind opening process of students.

It is worth to mention that is important to select themes to contain in units of the textbook that serve correctly to this objective of social transformation. And the English becomes an issue of background to construct opinion and foment responsibility in relation to nature, the current situation of the Amazon Forest, and the problems that its indigenous communities are suffering. Something that has to be done about it by starting a guided discussion in the classroom in an attempt to make those teenagers create responsibility in themselves that was mentioned previously. In conclusion, when the English classes start finally in the program, by the middle of 2023, its benefice is expected to have a textbook available with units talking about the Amazon Forest and then continuing this social work that has been developed since 2010.

### **Acknowledgements**

We would like to thank the Universidade Federal do Pará – UFPA –personified by the Magnificent Rector Emmanuel Zagury Tourinho for supporting us until the 13th anniversary in2022, as well as to thank the whole study group "Guamá Bilíngue", and all the students, whose accomplishments helped us to outline the elements we needed to terreplein a critical pathway to many future generations. Also, the authors wish to acknowledge the support provided by PROPESP/UFPA (PAPQ ).

*The Amazon Forest in Classes of "Guamá Bilíngue" Project DOI: http://dx.doi.org/10.5772/intechopen.110826*
