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Article

English, Spanish, Portuguese

ID: <

oai:doaj.org/article:59c0cde26f5b4ca7b3055a9b3bd0f466

>

Where these data come from
Identities, subjects and indigenous languages: ‘between cutting the excess and sowing the gap’/Identities, subject and indigenous languages:

Abstract

It proposes a discussion on the concept of national language defined on the assumption of lingüstic unity and supported by statements such as “Portuguese is the official language of the Federative Republic of Brazil”. This statement is being restructured by official recognition of Brazilian lingüstic diversity and difficulties in dealing with these issues, both at academic level and at other levels of government. Some questions are raised about lingüstic policies articulated with Indigenous School Education policy in Brazil and specifically in the Amazon. On the one hand, indigenous peoples who, for historical reasons beyond their control, do not speak a language that can be called themselves as indigenous. On the other hand, it discusses how to organise schooling practices in indigenous border communities that speak not only one, but up to five languages, including indigenous ones and the languages of neighbouring countries. What to do, then, if all these realities are subject to the ‘reductionist modism’ imposed by the legislation on bilingual indigenous school education? This article proposes a discussion about the national language defined by the assumption of the language unity and supported by qualifications as ‘the port language is the official language is the official language of the Federative Republic of the Brazilian’, this confirmation Begin to be updated by the official recognition of the Brazilian languages diversities and the inequalities in terms of these questions, as in the academic level others’ levels. Some questions are raising about the articulateds languages’ political by policies of the indigenous school education in the Brazilian and specifically in Amazon. On one side are the indigenous peoples with their historical reasons oblivious to wish themselves don’t speak their own languages. In option case, discussed how they are organised the practices’school in the natives commands of the border who’t speak one language only, but more than five languages, including the indigenous languages of the other neighboring countries. What to do if all these Realities are subject to “reductionist model” by law of the bilingual native school education.

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