INDIGENOUS LANGUAGES IN THE ENGLISH CLASS: POSSIBILITIES FOR A CRITICAL LINGUISTIC EDUCATION

Orlando, Isabela Ramalho

doi:10.1590/01031813954431620210306

ABSTRACT

This work presents the experience of a workshop on Brazilian indigenous languages, held in the context of an English course offered at a public university. These data are part of research on affect and English teaching. Therefore, one sought to identify and analyze the affective impacts that this experience produced on students, based on their textual productions about the workshop. It is understood that the relationships established between subjects and objects of knowledge depend, fundamentally, on the concrete mediation practices developed by mediating agents, which have both affective and cognitive implications (LEITE, 2018). A discursive view of language is assumed (BAKHTIN, 1929) and it is argued that the teaching and learning of the English language has a formative character and must consider the dialectical nature of the constitution of the subject, language and culture, (ROCHA, 2012). The data indicate the English class as a rich possibility for the discussion of topics on culture, identity and discourse. With the experience described in this work - the discussion about Brazilian indigenous languages, about the history of indigenous peoples and their struggle to preserve their languages - the students had the opportunity to reflect on their own language and culture and on their English learning process. The data analysis shows that the implications of this experience are not only of a cognitive, but also affective, which can influence the relationships that are established between students and the English language, in addition to enabling critical learning. It is argued that language teaching should deal with themes such as the one described in this work in order to achieve anti-racist linguistic education, which, in turn, contributes to establishing positive affective relationships with the foreign language.

Keywords:
Affect; English language teaching; critical language teaching; indigenous languages

Joyce comenta as informações sobre multilinguismo no Brasil	First, she introduced the workshop approaching multilinguism multilingualism in Brazil: there are more than 188 indigenous languages, but in 1500 it was there were around 1300, wich which can be explained by the fact that in 1758, Portuguese has become became the national language. Until the end of the 1980s and up to the 80's it was forbidden to speak any indigenous languages
Miguel traz a informação de que muitos indígenas vivem em áreas urbanas e comenta sobre as dificuldades enfrentadas pelos povos indígenas no Brasil	During Throughout the Brazilian history, the indigenous people faced various problems with the society. Problems like not to being recognized as an indigenous or preconception about prejudice against their ethnicity are common. About 36,2% of the indigenous society are living in urban areas; their relationship with the "white man" even being constant is constantly fraught with prejudice, which makes their life difficult.
A estudante Laís relata o trabalho realizado pela professora T. na revitalização das línguas indígenas no Acre.	The teacher continued the workshop telling us about her personal experience in Pró-Indian Acre Commission. She has acted as a teacher in a language revitalization program. She told us stories of a lot of strong people who wants to recover the linguistic knowledges and transmit it to new generations. She has realized that it can get bring back the self-esteem for communities, helping them to hold on their political rights.

Laís comenta sobre a pluralidade delínguas e culturas que compõem o Brasil.	(…) the workshop could show me a very different perspective from of Brazil. T. has showed me a pluricultural and plurinational Brazil. Besides that, we could realized how the language is an important instrument for a people's identity, self-esteem and fight for their own rights. It was remarkable!
Giovana ressalta a importância de se "salvar" uma língua.	The workshop was very interesting. It made me realize how important it is to 'save' a language and made me notice it's just a battle of a much larger war. Keeping a language is part of the process of keeping a culture.
Isadora indica que a manutenção da língua está ligada à identidade de um povo. A estudante associa a luta pela língua a outras lutas, por direitos e respeito.	Finally, saving the indigenous language means giving an ethnic identity, so that they identify themselves as Indians. The language shows that they exist. To lose a language is to lose part of the cultural construction. Saving a language is just a little bit of the indigenous world, so they can get the rights and respect. That's the why the workshop was so good, the Professor show us the importance of the traditional people like as was previously said.

Júlia demonstra ter apreciado conhecer mais sobre história e cultura de seu país.	I liked the workshop very much because I had the opportunity to learn more about the culture of my own country.
Mariana reflete sobre como é comum se ignorar a história de luta e violências dos povos indígenas. A estudante ressalta a importância de se lutar pela identidade diante de tanta violência.	I learned more about the importance of the language and the Indian's culture. The presentation made me think how much we are ignorant about understanding other people and how important it is for these people to have their own identity after a long time of violence.
Miguel comenta que este tema é pouco tratado e defende a importância de que seja mais amplamente discutido.	The workshop was very interesting since this theme is not much discussed, which makes us alienated. Thus, it is extremely important that this theme be discussed more closely with every society.
Milena destaca que a formação do Brasil atual se deu por meio de políticas opressoras. A estudante defende que se promovam os direitos dos povos indígenas.	I think the workshop was very interesting and important to know about our history as a country and how oppressive policies have built Brazil as we know it nowadays. It is important to promote the respect of the Indigenous people's rights and to recognize the their importance of them in the formation of the Brazilian people

Joyce destacou que a experiência foi incrível por proporcionar o uso da língua inglesa em um contexto "natural" (não artificial).	Attending a workshop in English is an amazing experience, because the use of English in this situation becomes natural and interesting, and it is not so difficult because the context helps us to understand and explore the language.
Giovana relatou que não foi fácil acompanhar a discussão conduzida em inglês, mas ter conseguido entender a conversa foi recompensador.	The experience of attending an English workshop was challenging. However, I was able to understand the whole conversation, video and slides. It was rewarding!
Diego demonstrou-se satisfeito por ter compreendido a discussão sobre um tema que era novo para ele.	I liked the workshop, because I saw another person speaking in English for two hours, and it wasn't a theme that I knew anything before the workshop. I learned many things about the theme, and I'm happy with about it.
Isadora relatou ter tido alguma dificuldade para acompanhar a discussão, mas avalia positivamente a experiência. A estudante considerou que participar de uma palestra em inglês pode promover a aprendizagem da língua.	The experience of having participated in the workshop was very good, the understanding was so good too, although in a few hours get a little lost, especially in the part of the documentary. Overall, the experience was incredible and I would love it more often because the workshop helps with the understanding and reasoning in English.

Brasil

Brasil

INDIGENOUS LANGUAGES IN THE ENGLISH CLASS: POSSIBILITIES FOR A CRITICAL LINGUISTIC EDUCATION

ABSTRACT