Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/5821 |
Resumo: | With this study, I have the main objective to present the language policy vitality built by Karajá students of the course of Specialization in Intercultural Education and Transdisciplinary: pedagogical management, Federal University of Goiás, which make up the pedagogical political projects of the schools of Hawalò, Itxala and Btoiry. In it I discuss, first, the historical and social context of the Karajá people, in order to understand the complex universe, plural and specific experienced by these people in Brazil. The second chapter of this study has the objective to discourse about public policies on Indigenous Education in Brazil, from the Indian Protection Service, founded in 1910, until term of the 1988 Federal Constitution. In the third chapter, we discuss the concepts of interculturalism and transdisciplinary in the process for specific differentiated indigenous education in order to understand how teachers and indigenous students experience these principles in the course of specialization, taking prospects to bring possibilities to recognize and appreciate other cultural and educational systems that will beyond the cultural hierarchy, language and education in the construction of educational policy projects of their schools. And finally, in the fourth chapter, we present the sociolinguistics situation of the mentioned villages, detailing the language uses realities of the Karajá people in their social spheres of linguistic and cultural production in these communities. It is important noting that the sociolinguistic study is authored by Karajá teachers and is the basis of creation of language policies that make up the pedagogical political projects of schools in question. For the presentation and study of these language policies, I support this research in Toral (1992), Pimentel da Silva (2001a, 2004), Walsh (2009), the pedagogical political projects the schools of the villages of Hawalò, Itxala and Btoiry (2014) and interviews with students graduating teachers of the specialization course. I intend, with this work, collaborate with research on language policies vitality of indigenous Brazilian languages, but also and especially with the training of teachers Karajá, providing them grants for study and reflection of contextualized methodologies and intercultural bilingual education to consider the uses and functions of their languages and other, such as the Portuguese language, both inside and outside the school in the process of oral communication and writing. |
id |
UFG-2_c2412646a9c7e6ff88013fb9a91fd23a |
---|---|
oai_identifier_str |
oai:repositorio.bc.ufg.br:tede/5821 |
network_acronym_str |
UFG-2 |
network_name_str |
Repositório Institucional da UFG |
repository_id_str |
|
spelling |
Silva, Maria do Socorro Pimentel dahttp://lattes.cnpq.br/8282083433640454Silva, Maria do Socorro Pimentel daBorges, Mônica VelosoHerbetta, AlexandreResende, Tânia FerreiraSilva, Joana Aparecida Fernandeshttp://lattes.cnpq.br/0466561713430994Gomes, Fernanda Cardoso da Cunha2016-08-04T14:18:19Z2016-07-09GOMES, F. C. C. Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá. 2016. 121 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016.http://repositorio.bc.ufg.br/tede/handle/tede/5821ark:/38995/0013000000hcnWith this study, I have the main objective to present the language policy vitality built by Karajá students of the course of Specialization in Intercultural Education and Transdisciplinary: pedagogical management, Federal University of Goiás, which make up the pedagogical political projects of the schools of Hawalò, Itxala and Btoiry. In it I discuss, first, the historical and social context of the Karajá people, in order to understand the complex universe, plural and specific experienced by these people in Brazil. The second chapter of this study has the objective to discourse about public policies on Indigenous Education in Brazil, from the Indian Protection Service, founded in 1910, until term of the 1988 Federal Constitution. In the third chapter, we discuss the concepts of interculturalism and transdisciplinary in the process for specific differentiated indigenous education in order to understand how teachers and indigenous students experience these principles in the course of specialization, taking prospects to bring possibilities to recognize and appreciate other cultural and educational systems that will beyond the cultural hierarchy, language and education in the construction of educational policy projects of their schools. And finally, in the fourth chapter, we present the sociolinguistics situation of the mentioned villages, detailing the language uses realities of the Karajá people in their social spheres of linguistic and cultural production in these communities. It is important noting that the sociolinguistic study is authored by Karajá teachers and is the basis of creation of language policies that make up the pedagogical political projects of schools in question. For the presentation and study of these language policies, I support this research in Toral (1992), Pimentel da Silva (2001a, 2004), Walsh (2009), the pedagogical political projects the schools of the villages of Hawalò, Itxala and Btoiry (2014) and interviews with students graduating teachers of the specialization course. I intend, with this work, collaborate with research on language policies vitality of indigenous Brazilian languages, but also and especially with the training of teachers Karajá, providing them grants for study and reflection of contextualized methodologies and intercultural bilingual education to consider the uses and functions of their languages and other, such as the Portuguese language, both inside and outside the school in the process of oral communication and writing.Com este estudo, tenho por objetivo principal apresentar as políticas linguísticas de vitalidade da língua Karajá elaboradas e construídas pelos professores alunos do curso de Especialização em Educação Intercultural e Transdisciplinar: gestão pedagógica, da Universidade Federal de Goiás, que compõem os projetos políticos pedagógicos das escolas das aldeias de Hawalò, Itxala e Btoiry. Nele discuto, primeiramente, o surgimento e o contexto histórico-social do povo Karajá, de modo a compreender o universo complexo, plural e específico vivenciado por esse povo no Brasil. O segundo capítulo deste estudo tem por objetivo discorrer acerca das políticas públicas referentes à Educação Escolar Indígena no Brasil, desde o Serviço de Proteção aos Índios, fundado em 1910, até a vigência da Constituição Federal de 1988. No terceiro capítulo, discuto as concepções de interculturalidade e transdisciplinaridade no processo para uma educação escolar indígena específica e diferenciada, a fim de entender como os professores e alunos indígenas vivenciam esses princípios no curso de Especialização, assumindo perspectivas que tragam possibilidades de reconhecer e valorizar outros sistemas culturais e educacionais que vão além da hierarquização cultural, linguística e educacional na construção dos projetos políticos pedagógicos de suas escolas. E, por fim, no quarto capítulo, apresento a situação sociolinguística das aldeias mencionadas, detalhando as realidades de usos da língua Karajá em suas esferas sociais de produção linguística e cultural nessas comunidades. É importante registrar que o estudo sociolinguístico é de autoria dos professores Karajá e é a base de criação das políticas linguísticas que compõem os projetos políticos pedagógicos das escolas em questão. Para a apresentação e estudo dessas políticas linguísticas, apoio-me em Toral (1992), Pimentel da Silva (2001a, 2004), Walsh (2009), nos projetos políticos pedagógicos das escolas das aldeias de Hawalò, Itxala e Btoiry (2014) e em entrevistas realizadas com os professores alunos egressos do curso de Especialização. Pretendo, com este trabalho, colaborar com as pesquisas sobre políticas linguísticas de vitalidade das línguas indígenas brasileiras, como também, e principalmente, com a formação dos professores Karajá, fornecendo-lhes subsídios para o estudo e a reflexão de metodologias contextualizadas de ensino bilíngue intercultural, que considerem os usos e as funções de suas línguas e de outras, como por exemplo, a língua portuguesa, dentro e fora da escola nos processos de comunicação oral e na escrita.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-04T14:16:29Z No. of bitstreams: 2 Dissertação - Fernanda Cardoso da Cunha Gomes - 2016.pdf: 3559400 bytes, checksum: e3cb3c24be291805e3d28b1291043a36 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-04T14:18:19Z (GMT) No. of bitstreams: 2 Dissertação - Fernanda Cardoso da Cunha Gomes - 2016.pdf: 3559400 bytes, checksum: e3cb3c24be291805e3d28b1291043a36 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2016-08-04T14:18:19Z (GMT). No. of bitstreams: 2 Dissertação - Fernanda Cardoso da Cunha Gomes - 2016.pdf: 3559400 bytes, checksum: e3cb3c24be291805e3d28b1291043a36 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-07-09application/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPolíticas linguísticasKarajáVitalidade de línguas indígenasLanguage policyKarajáVitality of indigenous languagesLINGUISTICA, LETRAS E ARTES::LINGUISTICAPolíticas linguísticas nos projetos políticos pedagógicos das escolas indígenas KarajáLanguage policies in the educational projects of indigenous Karajá schoolsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1403758209736362229600600600-54178507046780729887955259954785510783reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://repositorio.bc.ufg.br/tede/bitstreams/2129fe63-99b0-466d-900d-f7d45c0a4624/downloadbd3efa91386c1718a7f26a329fdcb468MD51CC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://repositorio.bc.ufg.br/tede/bitstreams/bc6ac6ea-fb9f-473b-86e1-f43b0c9082d0/download4afdbb8c545fd630ea7db775da747b2fMD52license_textlicense_texttext/html; charset=utf-80http://repositorio.bc.ufg.br/tede/bitstreams/789aca65-0c2b-4341-825a-fcf6c19f2179/downloadd41d8cd98f00b204e9800998ecf8427eMD53license_rdflicense_rdfapplication/rdf+xml; charset=utf-80http://repositorio.bc.ufg.br/tede/bitstreams/b1febea6-9692-4131-b3bc-9889194215ac/downloadd41d8cd98f00b204e9800998ecf8427eMD54ORIGINALDissertação - Fernanda Cardoso da Cunha Gomes - 2016.pdfDissertação - Fernanda Cardoso da Cunha Gomes - 2016.pdfapplication/pdf3559400http://repositorio.bc.ufg.br/tede/bitstreams/ad863af5-2b8e-4f1d-bf80-38eb72fffecb/downloade3cb3c24be291805e3d28b1291043a36MD55tede/58212016-08-04 11:18:19.345http://creativecommons.org/licenses/by-nc-nd/4.0/Acesso Abertoopen.accessoai:repositorio.bc.ufg.br:tede/5821http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2016-08-04T14:18:19Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.por.fl_str_mv |
Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá |
dc.title.alternative.eng.fl_str_mv |
Language policies in the educational projects of indigenous Karajá schools |
title |
Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá |
spellingShingle |
Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá Gomes, Fernanda Cardoso da Cunha Políticas linguísticas Karajá Vitalidade de línguas indígenas Language policy Karajá Vitality of indigenous languages LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá |
title_full |
Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá |
title_fullStr |
Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá |
title_full_unstemmed |
Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá |
title_sort |
Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá |
author |
Gomes, Fernanda Cardoso da Cunha |
author_facet |
Gomes, Fernanda Cardoso da Cunha |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silva, Maria do Socorro Pimentel da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8282083433640454 |
dc.contributor.referee1.fl_str_mv |
Silva, Maria do Socorro Pimentel da |
dc.contributor.referee2.fl_str_mv |
Borges, Mônica Veloso |
dc.contributor.referee3.fl_str_mv |
Herbetta, Alexandre |
dc.contributor.referee4.fl_str_mv |
Resende, Tânia Ferreira |
dc.contributor.referee5.fl_str_mv |
Silva, Joana Aparecida Fernandes |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0466561713430994 |
dc.contributor.author.fl_str_mv |
Gomes, Fernanda Cardoso da Cunha |
contributor_str_mv |
Silva, Maria do Socorro Pimentel da Silva, Maria do Socorro Pimentel da Borges, Mônica Veloso Herbetta, Alexandre Resende, Tânia Ferreira Silva, Joana Aparecida Fernandes |
dc.subject.por.fl_str_mv |
Políticas linguísticas Karajá Vitalidade de línguas indígenas |
topic |
Políticas linguísticas Karajá Vitalidade de línguas indígenas Language policy Karajá Vitality of indigenous languages LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Language policy Karajá Vitality of indigenous languages |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
With this study, I have the main objective to present the language policy vitality built by Karajá students of the course of Specialization in Intercultural Education and Transdisciplinary: pedagogical management, Federal University of Goiás, which make up the pedagogical political projects of the schools of Hawalò, Itxala and Btoiry. In it I discuss, first, the historical and social context of the Karajá people, in order to understand the complex universe, plural and specific experienced by these people in Brazil. The second chapter of this study has the objective to discourse about public policies on Indigenous Education in Brazil, from the Indian Protection Service, founded in 1910, until term of the 1988 Federal Constitution. In the third chapter, we discuss the concepts of interculturalism and transdisciplinary in the process for specific differentiated indigenous education in order to understand how teachers and indigenous students experience these principles in the course of specialization, taking prospects to bring possibilities to recognize and appreciate other cultural and educational systems that will beyond the cultural hierarchy, language and education in the construction of educational policy projects of their schools. And finally, in the fourth chapter, we present the sociolinguistics situation of the mentioned villages, detailing the language uses realities of the Karajá people in their social spheres of linguistic and cultural production in these communities. It is important noting that the sociolinguistic study is authored by Karajá teachers and is the basis of creation of language policies that make up the pedagogical political projects of schools in question. For the presentation and study of these language policies, I support this research in Toral (1992), Pimentel da Silva (2001a, 2004), Walsh (2009), the pedagogical political projects the schools of the villages of Hawalò, Itxala and Btoiry (2014) and interviews with students graduating teachers of the specialization course. I intend, with this work, collaborate with research on language policies vitality of indigenous Brazilian languages, but also and especially with the training of teachers Karajá, providing them grants for study and reflection of contextualized methodologies and intercultural bilingual education to consider the uses and functions of their languages and other, such as the Portuguese language, both inside and outside the school in the process of oral communication and writing. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-08-04T14:18:19Z |
dc.date.issued.fl_str_mv |
2016-07-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
GOMES, F. C. C. Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá. 2016. 121 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/5821 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000000hcn |
identifier_str_mv |
GOMES, F. C. C. Políticas linguísticas nos projetos políticos pedagógicos das escolas indígenas Karajá. 2016. 121 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016. ark:/38995/0013000000hcn |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/5821 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-1403758209736362229 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
-5417850704678072988 |
dc.relation.cnpq.fl_str_mv |
7955259954785510783 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Letras e Linguística (FL) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Letras - FL (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Repositório Institucional da UFG |
collection |
Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/2129fe63-99b0-466d-900d-f7d45c0a4624/download http://repositorio.bc.ufg.br/tede/bitstreams/bc6ac6ea-fb9f-473b-86e1-f43b0c9082d0/download http://repositorio.bc.ufg.br/tede/bitstreams/789aca65-0c2b-4341-825a-fcf6c19f2179/download http://repositorio.bc.ufg.br/tede/bitstreams/b1febea6-9692-4131-b3bc-9889194215ac/download http://repositorio.bc.ufg.br/tede/bitstreams/ad863af5-2b8e-4f1d-bf80-38eb72fffecb/download |
bitstream.checksum.fl_str_mv |
bd3efa91386c1718a7f26a329fdcb468 4afdbb8c545fd630ea7db775da747b2f d41d8cd98f00b204e9800998ecf8427e d41d8cd98f00b204e9800998ecf8427e e3cb3c24be291805e3d28b1291043a36 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1811721317982928896 |