O impacto do PROFLLIND no contexto do mestrado profissional em linguística e línguas indígenas por meio das análises das vivências de alunos egressos

Abstract

This dissertation aims to analyze the meaning of the discourse of egressed students from the Professional Master's in Linguistics and Indigenous Languages (Profllind) based on their experiences as learners of the program. Discourse Analysis aims to describe and analyze the underlying meaning of linguistic structures that reveal experiences and opinions based on their experiences in Profllind. The work was divided into stages that critically address the educational context and students's perceptions of the Program. The description and analysis of the egressed student's speech are conducted through narratives produced in interviews that we conducted to identify the challenges and achievements of indigenous students in higher education. The theoretical foundation includes a review of concepts and theories from Discourse Analysis disciplines, which treat language in its discursive dimension, that is, the production and representation of meanings. The dissertation explores relevant studies for understanding discourses on academic training and cultural identity, as well as discussing how these elements influence students' perceptions. The adopted methodology was based on bibliographic research that served as a foundation for the analysis of the interviews. Interviews were conducted with Profllind´s graduates, allowing the collection of qualitative data. The analysis occurred through the description of the interviewee's speeches, individually and in comparison, with the various present themes. The results revealed a diverse panorama of student’s expectations and opinions about Profllind. It was observed that despite the positive recognition of the training received, there are issues related to the practical applicability of the acquired knowledge and the valorization of indigenous languages in the academic context. The dissertation highlights the importance of considering students voices in the evaluation and improvement processes of educational programs, signaling the need for a more attentive look at cultural and social specificities in the teaching of Linguistics. This work aims to contribute to the field of Indigenous Higher Education and opens paths for research that seeks to deepen the understanding of the impact of Linguistics and Indigenous Languages courses in the training of professionals focused on indigenous education and in the communities they represent.