Ensino de língua inglesa e educação linguística na perspectiva intercultural: uma experiência no ensino dos povos originários

Abstract

To generate an educational product that can be worked with Indigenous and non indigenous students, the present research aims to build a trilingual glossary in which expressions and vocabulary are developed in three languages: Portuguese, English and Guarani Mbyá. The aim is to expand the debate on topics relevant to the foreign language curriculum in the final years of elementary school, surrounding it with cultural issues, also it is considered that the heterogeneous students of public schools favors this discussion. The study represents a way of rescuing and enhancing the language of Indigenous students and is justified by the need for greater recording and appreciation of the languages of the original peoples of Brazil, which, for so many centuries, have been erased and excluded. The theoretical contribution is made on three bases: the legislation that governs indigenous education, interculturality (CANDAU, 2020) and the English-language BNCC and its intercultural axis (BRASIL, 2018). The methodology is of the process and product (RIZZATTI et al., 2020) and validation took place with the teaching staff of a municipal school in Maricá that receives Indigenous students from the Tekoa Ka'Aguy Ovy Porã village (Aldeia Mata Verde Bonita). The product was developed targeting the final years of elementary school, to work on interculturality in the classroom, especially in English language classes. However, the glossary can be replicated and used by teachers of other subjects and students interested in learning about indigenous languages and their cultural ways of expressing meanings.