The learning of the Parkatêjê language according to the discourse of the indigenous teacher

Detalhes bibliográficos
Autor(a) principal: Silva, Maria de Nazaré Moraes da
Data de Publicação: 2016
Outros Autores: Ferreira, Marília de Nazaré de Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Calidoscópio (Online)
Texto Completo: https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2016.142.05
Resumo: In recent years, the paradigm of complexity has drawn the attention of researchers in the Applied Linguistics field, especially of those studying interactional environments of language learning. To date, however, no study focusing the formal teaching of Brazilian indigenous languages has been carried out within this paradigm. This paper aims to analyze the discourse of four indigenous teachers who work at the P?mptykre Parkatêjê School. This school serves P?mptykre Parkatêjê students and is located in the Mãe Maria Indian Reservation, Southeastern Para, in the Brazilian Amazon Region. Issues regarding identity advanced by the complexity paradigm ground the analysis. The analysis seeks to provide a new approach to explain the learning of the Parkatêjê language and, consequently, its strengthening and preservation. The study was carried out within the qualitative research approach. The findings reveal that, contemporaneously, the formal learning of the Parkatêjê language sees the language itself and the learners as complex, dynamic, non-linear systems, which therefore cannot be limited to the traditional teaching paradigm. What is more, the findings reveal that it is imperative to treat this wholeness in the light of the complexity theory.Keywords: complexity, identity, Parkatêjê language.
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spelling The learning of the Parkatêjê language according to the discourse of the indigenous teacherA aprendizagem do Parkatêjê no discurso de seus professores indígenasIn recent years, the paradigm of complexity has drawn the attention of researchers in the Applied Linguistics field, especially of those studying interactional environments of language learning. To date, however, no study focusing the formal teaching of Brazilian indigenous languages has been carried out within this paradigm. This paper aims to analyze the discourse of four indigenous teachers who work at the P?mptykre Parkatêjê School. This school serves P?mptykre Parkatêjê students and is located in the Mãe Maria Indian Reservation, Southeastern Para, in the Brazilian Amazon Region. Issues regarding identity advanced by the complexity paradigm ground the analysis. The analysis seeks to provide a new approach to explain the learning of the Parkatêjê language and, consequently, its strengthening and preservation. The study was carried out within the qualitative research approach. The findings reveal that, contemporaneously, the formal learning of the Parkatêjê language sees the language itself and the learners as complex, dynamic, non-linear systems, which therefore cannot be limited to the traditional teaching paradigm. What is more, the findings reveal that it is imperative to treat this wholeness in the light of the complexity theory.Keywords: complexity, identity, Parkatêjê language.Nos últimos anos, o paradigma da complexidade tem despertado a atenção de pesquisadores da área de Linguística Aplicada, em especial no que se refere a investigações voltadas a ambientes interacionais de aprendizagem de línguas. Até o momento presente, todavia, não se tem conhecimento de estudos fundamentados por esse paradigma direcionados ao ensino formal de línguas indígenas. A fim de contribuir com a área em questão, este artigo tem como objetivo analisar o discurso de quatro professores indígenas da Escola P?mptykre Parkatêjê que atende indígenas de mesma denominação, localizada na Reserva Indígena Mãe Maria, a sudeste do Estado do Pará. A análise ancora questões de identidade aos postulados da complexidade, a fim de contribuir com um novo enfoque para a aprendizagem da língua Parkatêjê e, em consequência, com o seu fortalecimento e a sua preservação. Configura-se, assim, como uma pesquisa de abordagem qualitativa. As reflexões evidenciam que, no momento contemporâneo, a aprendizagem formal do Parkatêjê, entendendo essa língua e seus aprendentes como sistemas complexos, portanto, dinâmicos e não lineares, não pode permanecer circunscrita ao paradigma tradicional de ensino, mais que isso, torna-se imperioso também trabalhar a sua inteireza, à luz da complexidade.Palavras-chave: complexidade, identidade, língua Parkatêjê.Unisinos2016-08-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2016.142.05Calidoscópio; Vol. 14 No. 2 (2016): May/August; 227-235Calidoscópio; v. 14 n. 2 (2016): Maio/Agosto; 227-2352177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2016.142.05/5560Silva, Maria de Nazaré Moraes daFerreira, Marília de Nazaré de Oliveirainfo:eu-repo/semantics/openAccess2016-11-01T19:02:03Zoai:ojs2.revistas.unisinos.br:article/11029Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2016-11-01T19:02:03Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false
dc.title.none.fl_str_mv The learning of the Parkatêjê language according to the discourse of the indigenous teacher
A aprendizagem do Parkatêjê no discurso de seus professores indígenas
title The learning of the Parkatêjê language according to the discourse of the indigenous teacher
spellingShingle The learning of the Parkatêjê language according to the discourse of the indigenous teacher
Silva, Maria de Nazaré Moraes da
title_short The learning of the Parkatêjê language according to the discourse of the indigenous teacher
title_full The learning of the Parkatêjê language according to the discourse of the indigenous teacher
title_fullStr The learning of the Parkatêjê language according to the discourse of the indigenous teacher
title_full_unstemmed The learning of the Parkatêjê language according to the discourse of the indigenous teacher
title_sort The learning of the Parkatêjê language according to the discourse of the indigenous teacher
author Silva, Maria de Nazaré Moraes da
author_facet Silva, Maria de Nazaré Moraes da
Ferreira, Marília de Nazaré de Oliveira
author_role author
author2 Ferreira, Marília de Nazaré de Oliveira
author2_role author
dc.contributor.author.fl_str_mv Silva, Maria de Nazaré Moraes da
Ferreira, Marília de Nazaré de Oliveira
description In recent years, the paradigm of complexity has drawn the attention of researchers in the Applied Linguistics field, especially of those studying interactional environments of language learning. To date, however, no study focusing the formal teaching of Brazilian indigenous languages has been carried out within this paradigm. This paper aims to analyze the discourse of four indigenous teachers who work at the P?mptykre Parkatêjê School. This school serves P?mptykre Parkatêjê students and is located in the Mãe Maria Indian Reservation, Southeastern Para, in the Brazilian Amazon Region. Issues regarding identity advanced by the complexity paradigm ground the analysis. The analysis seeks to provide a new approach to explain the learning of the Parkatêjê language and, consequently, its strengthening and preservation. The study was carried out within the qualitative research approach. The findings reveal that, contemporaneously, the formal learning of the Parkatêjê language sees the language itself and the learners as complex, dynamic, non-linear systems, which therefore cannot be limited to the traditional teaching paradigm. What is more, the findings reveal that it is imperative to treat this wholeness in the light of the complexity theory.Keywords: complexity, identity, Parkatêjê language.
publishDate 2016
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dc.relation.none.fl_str_mv https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2016.142.05/5560
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publisher.none.fl_str_mv Unisinos
dc.source.none.fl_str_mv Calidoscópio; Vol. 14 No. 2 (2016): May/August; 227-235
Calidoscópio; v. 14 n. 2 (2016): Maio/Agosto; 227-235
2177-6202
reponame:Calidoscópio (Online)
instname:Universidade do Vale do Rio dos Sinos (UNISINOS)
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instname_str Universidade do Vale do Rio dos Sinos (UNISINOS)
instacron_str Unisinos
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reponame_str Calidoscópio (Online)
collection Calidoscópio (Online)
repository.name.fl_str_mv Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)
repository.mail.fl_str_mv cmira@unisinos.br || cmira@unisinos.br
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