A disciplinarização letrada das línguas indígenas no Sul do Brasil: uma abordagem discursiva

Abstract

This paper seeks to raise some discursive representations by some Guarani, Kaingang and Xokleng/Laklano scholars about the current situation of indigenous languages teaching and learning in the schools of their communities. Through the identifi cation of the dialogic threads that bind the practices and discourses of indigenous differentiated school to the metadiscursive regimes heirs to the legacy of European philology, to the signifi cance that literacy learning gained with the development of capitalist industrialization in Brazil during 20th century, and to the graphocentric perspective of language policy, the data analysis points out to the literate disciplinarization of Guarani, Kaingang and Xokleng/Laklano languages, i.e. the reduction of the school sociodiscursive practices through those languages to specifi c spaces and times, in school activities that chiefl y focus on the reading and writing of those languages.

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