O Ensino bilíngue e educação escolar indígena para os Guarani e Kaiowá de MS

Abstract

We have developed an analysis of the educational processes that reached the Guarani and Kaiowá populations of Mato Grosso do Sul, especially, Observing how it was constituted, in this historical process, the construction of a model that presents definer of a specific and differentiated Indigenous School Education proposal. In this sense, we investigate the aspects that justify this specificity and difference, from the understanding of an intercultural bilingualism situated in the observation of the teaching of the first language (L1) and the second language (L2). The questions raised suggest the following thesis: With regard to the development of a teaching bilingual - in which it is possible to maintain the mother tongue by developing all the communicative skills (speak, understand, read and writ), even though these competencies are developed at different levels in both languages - the processes of schooling of the Guarani and Kaiowá, throughout history, are so debtors to the missionary action as to the training courses for teachers or the indigenous school, mainly in relation to the relation with the domain of the Guarani language in its written modality. Thus, the object of our research is the way in which the indigenous people appropriated the writing processes in the schooling model of the Jesuit-Guarani Reductions until the way in which the teaching of the indigenous language and the Portuguese language was developed in the Missão Evangélica Unida school in the Reserva Indígena Pirajuí, located in the municipality of Paranhos, MS. In this way, we emphasize that, although a relatively long periodization of these models of education is analyzed, this periodization is marked more by the diversity of the agencies of control of the offer of the school than by the diversity of models of education. From this perspective, we observe that the teaching models adopted today have not yet been able to contribute to effective teaching of the Guarani and Kaiowá languages capable of maintaining and expanding their uses. It seems paradoxical that, throughout history, literacy and literate models that have managed to broaden the use of written Guarani language were developed with evangelizing, proselytizing, and civilizing purposes. In order to take account of the above, we seek an inter-multidisciplinary reading in our categories of analysis. Regarding the analytical categories of Linguistics and Applied Linguistics, it should be noted that the notion of bilingualism is of fundamental importance for the analysis of this educational reality. Similarly, the understanding that Education and Applied Linguistics develop for the notion of literacy and literate, as well as the models of programs of bilingualism and language teaching adopted for educational projects to these indigenous peoples. For reflection on the educational reality of the Guarani and Kaiowá, we use from the most general set of public policies that involve the Indigenous School Education, the elaboration of an educational diagnosis of the Southern Cone of the state, as well as, specifically, documents that involve the courses of Training of indigenous teachers (Ára Vera Middle Normal Course and Higher Intercultural Indigenous Education Course - Teko Arandu), mainly on the sets of documents that deal with the role of languages in these courses. In relation Teko Arandu, it should be noted that our position as a teacher places us in a privileged place to carry out these observations. We also emphasize that the research work proposed here is justified by the motivation of our work with the education and training of indigenous teachers. We recognize that the different experiences that we have participated in allow us constant questions regarding school education and school in culturally different societies. These are situations of discomfort in the face of debates that, due to a lack of clarity about the mechanisms of school differentiation, have helped to reproduce superficial discourses on the relationship between education and culture for indigenous schools.