O bilinguismo como elemento de reafirmação da etnocultura na educação escolar da aldeia indígena Tekrejarôtire

Abstract

The present study had as its object the study of bilingualism and its contribution to the reaffirmation of ethnoculture in the school education of the indigenous village Tekrejarôtire. The village is located in the indigenous territory of Las Casas, in the southeastern region of the state of Pará. It is made up of indigenous people known as the Kaiapó exoneration, but they call themselves the Mebêngôkre, meaning "the men of the place among the waters." In the village is situated the EMEF (Municipal School of Indigenous Education of Fundamental Education) Kaiapó, being this the locus of this research. Considering the peculiarities and necessities that urge when addressing the subject of indigenous school education, the present research gathered data about the presence of the Mebêngôkre culture in indigenous school education, having as a reaffirmation element bilingualism, including the right to preserve ethnoculture and Education. At the outset, the context of the survey is presented describing the Mebêngôkre people, Tekrejarôtire village and EMEF Kaiapó. In this sense, he broadly outlined important concepts for the development of research, including the theoretical basis of subjects such as Indigenous School Education in Brazil, Indigenous School Education in Pará, Ethnocultural concept, Mebêngôkre Culture including his native language, Diglossia, diverse Conceptions about bilingualism, and also brought a chronological presentation of bilingualism in indigenous school education throughout our history, from Brazil empire reaching current policies, such as Law 11.645/2008, which makes it mandatory to teach Afro-Indian history , And the policy of quotas for the entry of indigenous people into universities. The methodological paths followed for this qualitative descriptive-exploratory research were based on documentary analysis, questionnaires, interviews, conversations and observation, through which it was possible to verify how this content has been approached in the teaching praxis, as well as how bilingualism reveals itself In the school environment through the actors involved in the educational process of the school and also, as bilingualism has contributed to the reaffirmation of ethnoculture in the school education of the village. The collected data are presented through some graphs and indirect citations of the researched subjects, evidencing as issues inherent to the reality of that school, such as teacher training, didactic-pedagogical materials, literacy process, native language and bilingualism have been Addressed in that village, and especially, sought to observe if this linguistic phenomenon evidenced there has served as ally or villain for the reinforcement of the native culture in the school environment.