As Ciências Do Léxico: Proposições Para a Prática Docente No Ensino De Línguas Indígenas

Silva, Paulo Hernandes Gonçalves da; Albuquerque, Francisco Edviges

doi:10.18066/revistaunivap.v24i44.1877

RevistaUnivap

2018

DOI: 10.18066/revistaunivap.v24i44.1877

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As Ciências Do Léxico: Proposições Para a Prática Docente No Ensino De Línguas Indígenas

Paulo Hernandes Gonçalves da Silva¹,

Francisco Edviges Albuquerque²

Abstract: CONSIDERAÇÕES INICIAISAssegurar os direitos linguísticos das crianças nas escolas indígenas representa conhecer e reconhecer a realidade sociolinguística da comunidade e promover a discussão dessa realidade na escola, fortalecendo e valorizando a língua indígena em seu uso como língua de instrução, de comunicação, dos materiais didáticos e como objeto de análise e estudo, numa perspectiva que vem sendo debatida ao longo dos anos, conforme Grupioni (1994), uma vez que se objetiva esclarecer como ocorre o ensino… Show more

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2022

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The World Reading of the Indigenous Peoples of the Apinayé Ethnicity

Pacheco¹,

Sanino²,

Souza³

2022

GEI

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Introduction: Since the beginning, humanity has had to indoctrinate its communication and language has always been the principle of dialogue to establish relationships between different peoples. At the beginning of the 20th century, indigenous school education was guided by the catechization and forced integration of the Indians into the national society. Exclusively in the last decades, with the vicissitudes in international politics, Brazil started to recognize that it is a country constituted by a rich diversity of ethnic groups and the legislation granted these peoples the right to maintain their cultural specificities. During this period, educational policies aimed at the Apinayé were no different from those offered to other indigenous groups, which were compatible with the pedagogical practices developed by schools in rural Brazilian communities related to bilingualism. Objective: To describe how the process of teaching the mother tongue happens to indigenous children of the Apinayé ethnic group, as well as highlighting the curiosities and challenges faced by the Apinayé Indians to maintain their culture and their teachings of the native language for the indigenous children who live in the villages of that region. ethnicity. Method: This is an integrative literature review, of a descriptive-exploratory nature, carried out through a bibliographic survey in the databases: SCIELO and Google Scholar. Results and Discussions: Through the analysis of the literature, some factors related to the bilingualism of the Apinayé peoples, associated with maternal education, were evidenced. Currently, they have the possibility to study in elementary and secondary schools located in their own villages. This education process only took place with the implementation of the actions of the Apinayé Indigenous Education and Pedagogical Support Project, in mid-2001, where the village teachers themselves prepared didactic material in their mother tongue and in Portuguese for the early years of elementary school. . Thus highlighting the culture of bilingualism. Final Considerations: It was found that bilingualism is something that is incorporated into the social and cultural practices of the Apinayé people and we emphasize the need to maintain the mother tongue for children in the context of the society and culture of the Apinayé Indians. Therefore, it is necessary that their ethnic identities are valued and respected.

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The World Reading of the Indigenous Peoples of the Apinayé Ethnicity

Pacheco¹,

Sanino²,

Souza³

2022

GEI

View full text Add to dashboard Cite

show abstract

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As Ciências Do Léxico: Proposições Para a Prática Docente No Ensino De Línguas Indígenas

Cited by 1 publication

References 6 publications

The World Reading of the Indigenous Peoples of the Apinayé Ethnicity

The World Reading of the Indigenous Peoples of the Apinayé Ethnicity

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