Português intercultural: fundamentos para a educação inguística de professores e professoras indígenas em formação superior específica numa perspectiva intercultural

• Ano de defesa: 2012
• Autor(a) principal: NASCIMENTO, André Marques do
• Orientador(a): SILVA, Maria do Socorro Pimentel da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Doutorado em Letras e Linguistica
• Departamento: Linguistica, Letras e Artes
• País: BR
• Palavras-chave em Português: Formação superior indígena; Português Intercultural; Elaboração e implementação curricular
• Palavras-chave em Inglês: Indigenous Higher Education; Intercultural Portuguese language; Curriculum design and implementation
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/2843

The general aim of this thesis is to present the foundations concerning a proposal of work with communicative practices in Portuguese language for Brazilian indigenous teachers in the specific context of higher education at Licenciatura Intercultural course, at Universidade Federal de Goiás, from an intercultural perspective. Considering the inevitable moral and ethical dimensions surrounding this work, since it requires constant decisions making and selections, and therefore, is not neutral with respect to the power relations that pervade education in general, as well as language education in sociocultural contexts of asymmetry, the central aspect of this proposal is to place the indigenous teachers as the generators and co-constructors subjects of its bases, that is, demonstrate how the voices of teachers, through his and her demands, perceptions and expectations about the use of Portuguese language and its study, emerge as the foundation from which all reflection is given concerning the dimensions of this proposal. This work is focused exclusively on the development of the curriculum of Intercultural Portuguese, from the effective participation of indigenous teachers, whose voices are heard and implemented through the concepts, guidelines and curriculum objectives, from a perspective that seeks autonomy of indigenous teachers regarding the use of Portuguese language in their intercultural communicative practices, and that is, above all, culturally and linguistically responsive.