Língua, política e institucionalização da educação escolar indígena em Santa Maria/RS

• Ano de defesa: 2023
• Autor(a) principal: Nicoletti, Renata
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Letras; UFSM; Programa de Pós-Graduação em Letras; Centro de Artes e Letras
• Palavras-chave em Português: Educação escolar indígena; Indígena Kaingang; Indígena Guarani; Espaço de enunciação; Língua portuguesa; Indigenous school education; Kaingang indigenous; Guarani indigenous; Enunciation space; Portuguese language; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/30867

This master’s thesis is the result of studies carried out in the Master's Course in Literature - linguistic studies, along with the line of research Language, subject and history, of the Graduate Program in Letters, at the Federal University of Santa Maria. Its general objective is to understand how the enunciation space is constituted in the indigenous schools of Santa Maria/RS, through the enunciative analysis of official documents that legislate indigenous education in the country and the statements of subjects who work in schools. The documentary research was carried out with seven official documents, from the national, state and local spheres, considering the schools. The experimental research included narrative interviews with four subjects from indigenous schools, two managers and two teachers who teach the Portuguese language discipline. The theoretical framework that guides this study is based on the areas of language policy, with Calvet (2007), Mariani (2004) and Lagares (2018); of indigenous school education, with D'Angelis (2001), Melià (1979) and Walsh (2009); and in the assumptions of the semantics of enunciation, with Guimarães (2011, 2017, 2018). Among the results and conclusions, it is highlighted that indigenous schooling in Santa Maria/RS follows the principles set out in the legislation on indigenous education and that the enunciation space of these schools is bilingual and multilingual, with the strong presence of indigenous mother tongues, but the Portuguese language occupies a well-defined place and, like other languages, guaranteed by law. Above all, it was found that the profile of Portuguese language teachers in indigenous schools is a key element for teaching Portuguese as a second language in these schools and that this topic has potential for future investigations.