MODERN FOREIGN LANGUAGE IN THE STATE INDIGENOUS SCHOOL TAPI'ITÃWA

• Autor(a) principal: Souza Fell , Kárita Carlos de
• Data de Publicação: 2017
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/642
• topic: Escola indígena; língua tapirapé; língua portuguesa; língua estrangeira moderna; bilinguismo; Indigenous school; tapirapé language; portuguese language; modern foreign language; bilingualism

We discuss in this article the insertion of the Modern Foreign Language (English or Spanish) in the curriculum of the Tapi'itãwa State Indigenous School with the purpose of reflecting on the implications within the school and in the community for teaching a third language. For the research, of qualitative nature, we use a script of questions and filming with the interlocutors. Sociolinguistic studies with a focus on bilingualism make up the theoretical framework. The research questions cover the conceptions of the Tapirapé people about what they consider a foreign language, which foreign languages are used in the Tapi'itãwa community, how they see the teaching of another language besides the mother tongue and Portuguese in the curriculum of the school. The results show that the tapirapé tongue is L1, to be valued; L2 is the Portuguese language, necessary for interactions with non-indians. An Modern Foreign Language (LEM) is seen as a foreign language with no communicative use in communities and a greater risk for the vitality of L1.