Sociolinguística - desvelando o preconceito linguístico: os jovens Sateré-Mawé “sem-língua”

Abstract

Mesuwat motpáp wan hepápmo “educação escolar indígena” etiat niatpo musu hawyi sehay Satere-Mawe ipakuptiaria wemu’e haria gute’en tawa hempypuat haria. Baniwa (2019) to’e watiporokpun to’orampe “educação escolar indígena” wateha’at “educação Brasil” piat etiat wywo, watikuap heremo pe kahato mejuwat ywania hep ywyk hap mi’ihawyi wemu’e potyi ko’i hap. Motpáp tiwesat apo’e hap: aikotãmeig sa’ag musu etiat heremo Satere-Mawe pusu ekaraiwa ehay wywo hawyi aikotãme tapy’yia wemu’e hat toimo’akag aia, iwemu’e hap ete, hawyi i’ewyte iwat heko ete? Ihay wentup wemu’e ete wuat’i wemu’e hap wywuat ihay rakat sociologia, educação hawyi “linguística”, Satere-Mawe wemu’e haria kosáp sa’ag musu etiat sehay hempypuat wemu’e hap puo.Inug hamuat miekowat aikotã toigne’en hap Ludke hawyi André pe (2014), heremo iwan hap,ikát hap hawyi ikát-kát’i mít’in wywo hap, weha’át wehaponik puo hawyi ajumpe heremo hap moherep hamo. Ikát’i-kát’i hap nug hamuat miekowat apo-apo ehap tuwepytyk Ardenghi (2013) ete. Ikát’i-kát’i wemu’e haria potpáp miekowat wy sése topotpowyro mesuwat motpáp minug ete. Ikát’i-kát’i wemu’e haria potpáp puopyi mikát mu’áp mesuwat motpáp etiat sehay hamo., popera mowempáp puopyi hawyi irania’in wemu’e haria potpáp kát’i-kát’i mesuwat motpáp etiat awywuaria te ihay rakaria. Mesuwat wemu’e wan, ikát’i-kát’i hap tepytyk mít’in etiat wemu’e hap ete Ribeiro (1995), Bosi (1992), Rosa (2010), pe aikotãme wentup ywania mít’in tukupte’en Torres (2014), Bourdieu (2008), Soares (2020) wywo, hawyi mít’in pusu Simas (2012), Labov (2008), Calvet (2002) hawyi Tarallo (2007) wywo hawyi irania’in. Mesuwat timoherep mít’in kupte’en yhop wuwuat hap, motpáp tikát aikotãme wemu’e haria tapy’yiaria tiekowat Satere-Mawe ehay wemu’e hap tote; tékát sio wemu’e hap tote tejum Satere ehay eko etiat; hawyi tuwekát aimewat niatpo ko’i hap wemu’e haria tapy’yiaria tipuenti sa’ag musu ehay etiat. Mesuwat ikát’i-kát’i hap kaipyi tepuenti aikotã yjanme te wanentup hap minug awy, tapy’yiaria ipakuptiaria he’yhop yikai rakaria kupte’en hap, karaiwa pusu ehay etiat niatpo hawyi mót’i wemu’e hap wemu’e haria pe. Wemu’e hap totiat motpáp minug i’ewyte puruweiria wemu’e haria Satere-Mawe eko yt ikuap’i LDB/BNCC eko ko’i, yt kat hin’i kat wo inug hap sio wemu’e hap mít’in pusu etiat ihay rakat etiat Satere-Mawe pusu pag hap.

The present dissertation is based on the deficient indigenous school education due to the linguistic and communication difficulties of young students of the Sateré-Mawé ethnic group who live in an urban context. Baniwa (2019) argues that when we confront indigenous school education with the analysis of education in Brazil, we clearly perceive the framing of this population in the exclusion profile and the educational challenges. The present study answered the following question: how does the linguistic prejudice against the Sateré-Mawé indigenous Portuguese occur and how does it hinder the teaching-learning of indigenous students and even compromise their identity? This is an interdisciplinary study that weaves dialogue between sociology, education, and linguistics, with the purpose of unveiling the linguistic prejudice that these Sateré-Mawé students suffer in the urban school environment. The methodology used is qualitative in nature according to Ludke & André, (2014), based on the descriptive, exploratory and field optics, through observation and intensive in the location of the phenomenon to be unveiled. The research technique used was the application of semi-structured questionnaire with open and closed questions based on Ardenghi (2013). The bibliographic research was also used and played an essential role in this process, bringing the contribution of theorists for reflection on the subject addressed. Through the bibliographical research we sought theoretical subsidies to encourage critical discussions of the corpus of the work, through reading and analysis of publications of articles by other researchers on the subject in vogue. Related to the theoretical foundation, the research was based on anthropological studies in Ribeiro (1995), Bosi (1992), Rosa (2010), sociological studies with Torres (2014), Bourdieu (2008), Soares (2020) and sociolinguistic studies with Simas (2012), Labov (2008), Calvet (2002) and Tarallo (2007), among others. Besides presenting a socioeconomic profile, the work investigates how the indigenous students use the Sateré-Mawé language in the school context; verifies if the pedagogical practice of the school provides spaces for interaction and sociolization of the Sateré linguistic culture; and, investigates the difficulties encountered by the indigenous students in face of linguistic prejudice. The results of this research were consecutive to what was proposed in the general and specific objectives, the socioeconomic conditions of young indigenous people are low income, the reception of the Portuguese language teaching is difficult and far from the linguistic reality of these students. The pedagogical practice of both the school and the teachers in relation to the linguistic culture of the Sateré-Mawé students are unaware of the laws of the LDB/BNCC, without any bond of valuation or learning concerning the concepts of sociolinguistics in inclusion of the Sateré-Mawé language.