Educação escolar yanomami e potiguara

• Autor(a) principal: Simas, Hellen Cristina Picanço
• Data de Publicação: 2013
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/6455
• topic: Língua Tupi; Língua Yanomami; Política Linguística; Educação bilíngue e Intercultural; Tupi Language; Yanomami Language; Language Policy; Bilingual and Intercultural Education; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This research aimed to examine the model of school education and the main factors that hinder the implementation of the National Language Policy in the Potiguara school from Monte Mor community, located in the town of Rio Tinto (PB), and in the Yanomami school from Maturacá region, located in the town of São Gabriel da Cachoeira (AM). We list the following specific objectives: identify the sociolinguistic situation of the Potiguara community from Monte Mor and the Yanomami community from Maturacá region; analyze the model of school education developed in the communities; analyze the teaching and learning of writing and orality of the indigenous languages of the communities surveyed, in order to describe how to process the Intercultural Bilingual Education and discuss the National Language Policy from the forms of language planning performed on each indigenous community. In general, this research is based in two theoretical axes: those that deal with the concepts of literacy and language as interaction: Bakhtin (2000), Marcuschi (2001), Smith (2006); Schneuwly and Dolz (2004) and those that deal with language policy and indigenous education: Butler and Hakuta (2006), Edwards (2006), Hamers and Blanc (1989), Mackey (2000), Saer (1922), Maher (2007), Barros (1994), Cavalcante (1999), D'Angelis (2005), Monte (1994), National Curriculum for Indigenous Schools (1998). The research, characterized as an ethnographic and qualitative-interpretive one, led us to the following results: the Yanomami Language among the Yanomami from Maturacá region is L1 and the Portuguese language is L2, being bilingual the group between 17 and 55 years of age; the children and the elderly, in their turn, are monolingual in the indigenous language. The Yanomami and Potiguara, for different reasons, adopt the National Language Policy which predict, among other things, the bilingual and intercultural education, however, in practice, the national model of school education is still in force completely among the Yanomami and partially among Potiguara. Some aspects that hinder the development of the National Language Policy among the Yanomami were recorded, as follows: lack of knowledge of the sociolinguistic reality of the community or not take it into account during the preparation of projects for teaching languages; overvaluation of the teaching and learning of writing, in Portuguese and in Yanomami languages; literacy in unwritten community; incompatibility between the teaching of oral and written in Portuguese language; the teaching and writing being made initially in Portuguese; lack of written material in the Yanomami language. In the Potiguara Community, beyond the factors that hinder the development of the National Language Policy, there are the following ones: the choosing of a dead language to be taught in the Potiguara community and the deployment of Tupi language motivated by political issues linked to the issue of indigenous identity and not for sociocommunicative reasons, revealing the lack of a Language Planning for the implementation of the language. In summary, both the model of Bilingual and Intercultural Education as the National Language Policy developed in these communities deserve to be adjusted in order to build an indigenous education more consistent with each linguistic reality.