Ser professor sendo indio : questões de lingua(gem) e identidade




The objective of this thesis is to describe and discuss the ways through which the discursive practices of the Indian participants of an Indigenous Educational Project in Western Amazonia reflect processes of (re)definition of what it means, today, to be an Indian teacher, considering the social-historical moment. The discursive practices chosen as data are those related to the linguistic identity of these teachers, that is, to the cultural. interpretations of their relations with the languages that make up their verbal repertoire (cf. Rampton, 1995). Since the subjects of this research are immersed in diglossic conflict, such conflict is taken as background for the analysis of their identificatory processes (cf. Boyer, 1985). Collected ethnographically, the data receives qualitative treatment. Data base includes audio-visual recordings of interviews, classroom and extra-curricula activities which took place during tive of these Indian teachers education courses. Written documents, as well as recorded materiaIs made in an Indian village, constitute secondary data for analysis (cf. Erickson, 1992). Discourse related to efforts concerning the preservation and recuperation of indigenous languages, both in their oral and written modes, were described and discussed since they proved to be determinant factors in the processes of (re)construction of aspects of the Indian teachers identities. The emergency of an Indian Portuguese to mark ethnicity, as well as the utilisation of the dominant language for the establishment of a pan-ethnic, cross-cultural indigenous identity, were also the focus of investigation. The expectation is that the results of this study will contribute to discussions about the processes oflndian teachers pedagogical orientation courses in Brazil


bilinguismo identidade educação intercultural linguagem

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