Política linguística em escolas indígenas do Ceará

Abstract

The present work aims to present the implicit and explicit Language Policies for teaching the Tupi language ethnic at Povo Caceteiro and Joaquim Ugena Indigenous Schools, located in Monsenhor Tabosa, Ceará. It emphasizes the importance of teaching/studying indigenous language in the process of identity construction in these communities. Although there are no more bilingual indigenous communities in our State territory. We define our method of approach as being inductive, in which investigations are based on questions, hypotheses, therefore, we sought to establish a relation between the data found and what the participants bring to the research. We have constituted a trajectory of approximation with the participants to be investigated, in order to understand their interpretations, experiences and experiences in the language learning and teaching. In order to reach the aim of the study, we have chosen a qualitative approach. The sociolinguistic situation of many Brazilian indigenous peoples and communities increasingly demands a different management approach, in order to respond to the theoretical and methodological issues that emerge from this framework. With this in mind, we have used the concept of linguistic policy, which requires a specific delimitation due to the term 'linguistic planning'. For this reason, we have use what Calvet (2007), Hamel (1993) and Lagares (2018) point out about the concept of ‘Policies and/or linguistic planning. It is mainly on what Spolsky (2004, 2009, 2012) points out that we have based our research in. Observing the implementation actions of the indigenous language that these communities start to adopt, we took into account, above all, the beliefs of individuals in relation to the process of language revitalization/strengthening. The current Brazilian legislation was also taken as a basis because the paradigm shift proposed for Indigenous School Education, new public policies had to be designed to meet the "new" condition of indigenous peoples and also of the State, then recognized as “plural”. It is in this context that, in the field of education, the implementation of a project for indigenous community school education, intercultural, bilingual/multilingual, specific and differentiated is proposed. Tupi Language Seminars; Modern Tupi/Nheengatu language course offered by the UFC in indigenous communities; Insertion of Tupi language in the Political-Pedagogical Projects of these schools and in the school management system (SIGE) of the State Education Secretariat; co-officialization of the indigenous language in the municipality of Monsenhor Tabosa are effective actions for teaching Tupi in these indigenous schools under study.