Política linguística na perspectiva de fortalecimento da língua indígena Yegatu: construção de material didático e sua aplicabilidade

Abstract

São Gabriel da Cachoeira (state of Amazonas) is the municipality of the Upper Rio Negro of indigenous languages and indigenous peoples, in addition to being the largest in territorial dimension. This research aims to analyze the challenges and possibilities to build didactic material and its applicability in attention to the Yẽgatu language of the Rio Negro, delimited in the scope of the training of indigenous teachers (indigenous language discipline). Methodologically, we used bibliographic and documental research, centered on documents referring to the construction of the right to language, from the construction of the International Human Rights Law IHRD, which allowed the recognition, in the Federal Constitution of 1988-CF/1988, of the right to use of indigenous languages by their respective speakers. As well as, in the records of the mobilization of indigenous peoples, together with organized civil society, in attention to language, permeating education, when discussing the role of the school in the villages, which triggers the resignification of the pedagogical and ideological perspective, of a pedagogy tradition articulated with successful practices from other societies. For the realization of linguistic rights, it is understood that the importance of indigenous protagonism in the figure of the teacher is fundamental to materialize them, as well as the school education project of the community. However, indigenous training and teaching in the municipality of São Gabriel da Cachoeira Alto Rio Negro, despite the co-official Baniwa, Yẽgatu, Tukano and Yanomami languages, is still a challenge to be overcome so that the school continues to resist indigenous languages. Thus, in the present work, we cut the analysis to the aspect of teacher training to strengthen linguistic policies, from the pedagogical practice both by indigenous teachers themselves and by the public power. After presenting the rights to indigenous peoples, we approached the number of peoples and Yẽgatu-speaking people, followed by the mobilization of the Baré people to ensure rights and demand attention to the Yẽgatu language, at the municipal level (São Gabnel da waterfall). We highlight in the research the actions in São Gabriel da Cachoeira, for presenting the existence and resistance for the defense of the right to use their mother tongues, in the face of violent contact relationships. Finally, we present the result of pedagogical actions planned by the teachers (course participants), in the space of teacher training to meet the demands, fulfill the linguistic rights, which demand collective actions claimed during the implementation of the Indigenous Language course, and centered on the context of teachers in training, including the pedagogical practices of the community project.