EDUCAÇÃO ESCOLAR INDÍGENA E O PAPEL DO INTÉRPRETE GUARANI-PORTUGUÊS: POR UMA PERSPECTIVA CRÍTICA

• Main Author: OLIVEIRA, Beatriz de
• Publication Date: 2020
• Other Authors: SEVERO, Cristine Gorski
• Format: Article
• Language: por
• Source: Travessias Interativas
• Download full: https://periodicos.ufs.br/Travessias/article/view/15313

This text investigates how an Indigenous school located in a Guarani Mbya Indigenous community in Southern Brazil promotes intercultural and bilingual education, through the presence of “interpreters Guarani-Portuguese”, a notion that is used by the community. In such Indigenous school the teaching staff is constitued mainly by non-Indigenous teachers and, therefore, makes use of interpreting teachers who mediate the relation between the school and the Indigenous community. The data were generated through participant observation and formal interviews with members of the school community. We argue that the presence of teachers-interprets in the classroom has been crucial for promotion of intercultural and bilingual school education, by creating condition to a rich, critical and creative dialogue between Western hegemonic culture and the Guarani Mbya culture. By recognizing the importance of the indigenous interpreter in the educational sphere, the article aims to contribute to the professionalization policies concerning this activity. Keywords: Indigenous education. Indigenous school education. Guarani-portuguese interpreter. Interculturality.