O status da escrita no contexto educacional da língua Sakurabiat

Abstract

Writing and its social representations are objects of study of many areas of human knowledge. One of these areas is linguistics, the scientific field upon which this work is based. This article aims to analyze the status of writing in the educational context of the Sakurabiat language. For this, we base ourselves on the theoretical approaches about writing, reading, and orality presented by Cagliari (1993) and Marcuschi (2001); and we reflect on the power relations involving language, and consequently its written representations, according to Gnerre’s (1991) perspective. Concepts such as attitudes and linguistic beliefs are also discussed, based on Botassini (2015). The methodology used to carry out this research included fieldwork data collection, through semi-structured interviews with three Sakurabiat teachers. After the transcription and analysis of the teachers’ statements, we verified evidence of is of beliefs and linguistic attitudes related to the written modality of the indigenous language, which pointed towards the meaning that writing and its products have in the educational context of the mother tongue