Políticas linguísticas e políticas de identidade: currículo e representações de professores indígenas na Amazônia ocidental brasileira

Abstract

The aim of this text is to analyze the discourses of a group of indigenous teachers from northern Brazil who are engaged in local linguistic planning designed to strengthen their traditional languages. Attention will be placed, at first, on discourses focusing on a dilemma faced by these teachers and by their speech communities: how to cope with the need to strengthen a language that reinforces their ethnic identities (indigenous language) and the need to have access to a language (Portuguese) that, from their perspective, might enable them to gain social, economical and political benefits outside their own communities? Secondly, discourses that focus on the tension derived from different interpretations of the value of tradition chants, as well as from what it means to be “proficient in a second language”, will be discussed. Both analyses will include considerations about a) how these teachers discursive representations end up revealing what it means, contemporarily, to be “indigenous” in this context and b) the implications of such representations for the construction of a language teaching curriculum for indigenous schools in this context

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