Políticas linguísticas de revitalização entre os Pataxó do território Kaí - Pequi

• Ano de defesa: 2019
• Autor(a) principal: Silva, Paulo de Tássio Borges da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio de Janeiro; Brasil; Museu Nacional; Curso de Mestrado Profissional em Linguística e Línguas Indígenas; UFRJ
• Palavras-chave em Português: Política linguística; Revitalização linguística; Patxôhã; Povo Pataxó; Cumuruxatiba; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: http://hdl.handle.net/11422/23466

The research seeks to analyze the Patxôhã Revitalization / Resumption Language Policies by the Kaí-Pequi Pataxó Territory (Cumuruxatiba), with the following specific objectives: a) Reflect on the contexts of the Language Policies for Indigenous People in Brazil; b) Understand the Language Policies of Revitalization built by Indigenous Peoples in the Brazilian Northeast; c) Identify Patxôhã's revitalization / retaking language policies by the Pataxó de Cumuruxatiba; d) Analyze the disciplining processes of Pataxó language from the insertion of Patxôhã in the school curriculum. The methodology used in the research follows the poststructural ethnographic perspective, making use of ethnographic extracts from thirteen years with the Cumuruxatiba Pataxó. The Pataxó People are distributed in forty villages, six in Minas Gerais, one in Rio de Janeiro and thirty-three in the far south of Bahia, being classified by anthropology as South South American Indians, belonging to the Macro- jê linguistic trunk and the family. Maxakali. In Brazilian Indigenous School Education, the Pataxó People are located in the Yby Yara Ethno-Educational Territory, which in Tupi means “Landlords”. In the Kaí-Pequi Territory there are two schools, the Kijetxawê Zabelê Indigenous State College and the Tãnara Pequi / Gurita Indigenous State College, serving more than 500 students in both units. In the curriculum of schools there are intercultural endeavors in working with Patxôhã, having the language a legitimate place in the culture class, where it can be seen that the revitalization of the language for the Pataxó people has been a way of ethnically reaffirming itself before the Brazilian State.