Ideologias de linguagem acionadas por docentes indígenas em formação superior: tensões no espaço da diferença colonial

• Ano de defesa: 2018
• Autor(a) principal: Oliveira, Denise Pimenta de
• Orientador(a): Nascimento, André Marques do
• Banca de defesa: Nascimento, André Marques do, Pinto, Joana Plaza, Oliveira, Hélvio Frank de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RG)
• País: Brasil
• Palavras-chave em Português: Ideologias de linguagem; Metadiscursos; Educação superior indígena; Decolonialidade
• Palavras-chave em Inglês: Language ideologies; Metadiscourses; Indigenous higher education; Decoloniality
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/8285

This research seeks to problematize language ideologies present in metadiscourses mobilized by indigenous teachers in training at University of Goiás Intercultural Education program as a way of: drawing attention to what these historically marginalized subjects think about language; and reflecting upon Linguistic Studies' and the program's own epistemological bases. This study stems from a qualitative ethnographic orientation, in an effort to situate its subjects in specific times and spaces in order to think about language ideologies enacted and to connect them to a broader historical, political and social macrocontext. The data are composed of oral and written statements generated in classroom activities, during stages that took place in the university, related to training for language teaching in intercultural contexts and, consequently, meta-reflection. The analysis was based on theoretical postulates of contemporary sociolinguistics and their intersections with anthropological linguistics and related areas, framed in the paradigm of Latin American decolonial thinking. It aims at recognizing the modern/colonial heritage of hegemonic language conceptions and trying to problematize how this heritage impacts language ideologies enacted by indigenous teachers and, at the same time, how it can be redefined or challenged in these same ideologies and in the language practices observed. The goal is to, from the data generated, establish an inter-epistemic dialog with theses indigenous teachers in training, understanding them as thinking subjects that theorize about language and problematize their realities.