Bialfabetização e letramento com adultos em guarani/português: é possível?: um estudo etnográfico e valorização do Tetã Guarani

Abstract

This research intends to demonstrate in loco an action research about teaching-learning activities among young and adults Guarani-Kaiowa students from indigenous territory (Tekoha) in Dourados, MS. The purpose of this research is to describe and analyze the possibilities of biliteracy in both languages, the mother tongue, Guarani-Kaiowa, and the second language, the Portuguese language. Among the research objectives this research intends to verify the reading learning and the literacy in the second language, besides that intends to show the occurrence of the interlanguage (MAHER, 1990), the continuum in the linguistic intersection (HORNBERGER,2003). The analysis showed that the acquisition of a L2 depends on the input and the knowledge internalization by the students (KRASHEN, 1982), besides that the valorization of the different languages plays an important role in the linguistic ecology in the community. The greatest challenge of this action research was the language use as the vehicle during the knowledge transmission and interchanges about cultural knowledge through informal ways. The language teaching process took place among 14 learners, two of them were monolingual in Guarani, seven students were passive bilinguals with low level of comprehension in Portuguese and five were considered bilinguals. The three hour classes happened on Sundays and holydays. The initial meetings took place beneath trees and on walking seasons around the cultural environment. Thematic studies and the curriculum were chosen by the students whose selection choose contents and knowledge that could be fruitful for the quality of life improvement for the community. The almost 3 years of teachinglearning activities in order to promote the linguistic culture and the traditional knowledge were named “Projeto Arandu-Mixi” “Little Wisdom Project”. It was possible to realize the learning of reading and biliteracy from the theorist shine ray whose framework sustained the research. Theorists like MAHER (1990, 1996, 1997), D´ANGELIS (2007), HORNBERGER (2003), (KRASHEN, 1982) were the shine ray who lighted up the way. During the teachinglearning process it was possible to collect data to confirm the occurrence of biliteracy acquisition. The biliteracy process happened among communities whose mother tongue is the Guarani-Kaiowa. The lessons were based on informal interchanges whose guideline is the Common-Sense Pedagogy proposed by FREINET. This pedagogy emphasizes the common local context between the teacher and student besides a common language are requisites for the oral, reading and writing abilities development.