Banca de DEFESA: Ademar dos Santos Lima

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Ademar dos Santos Lima
DATE: 05/12/2022
TIME: 14:30
LOCAL: Manaus e online pela plataforma RNP
TITLE:

The sociolinguistic and literacy situation in nheengatu language of teachers and students of indigenous school in Manaus, Amazonas

KEY WORDS:

sociolinguistics. Socioliteracy. Ecosocioliteracy. indigenous school education

PAGES: 384
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

The thesis “The sociolinguistic and literacy situation in the Nheengatu language of teachers and students of indigenous schools in the municipality of Manaus, Amazonas” resulted from a research with the Baré, indigenous people who live in Rio Negro Lower, Manaus, in the state of Amazonas, bilingual speakers of Brazilian Portuguese and Nheengatu indigenous language belonging to the Tupi Trunk Tupi-Guarani Linguistic Family subset III. The population of the Baré group of Baixo Rio Negro is 728 people distributed among 3 communities Aru Waimí, Kunyatá Putira and Pisasú Sarusawa. The general objective was to know the sociolinguistic and literacy situation in the Nheengatu language of indigenous teachers and students, the sociolinguistic and social literacy phenomena among this group of speakers, the competences and linguistic abilities of orality, comprehension, reading and writing in Nheengatu learned through the indigenous school education modality offered by indigenous schools in the bilingual communities of Baixo Rio Negro, Manaus. The research is qualitative in nature, but also consists of quantitative and quantitative data, based on studies by Calvet (2002), Labov (2008), Tarallo (2003) and Paiva (2019). It also presents a participatory and collaborative ethnography based on the communicative approach of Dell Hymes (1972), Hanks (2008) and Cabalzar (1998). Data were generated qualitatively and quantitatively from observations, interviews and application of sociolinguistic questionnaires, which aimed at a sociolinguistic and literacy study and was adapted from reflections from studies by Bordoni-Ricardo (2004), Leffa (1988), Kleiman (1995), Soares (2003), Street, (2014) and Sousa (2021). The investigated corpus is composed of a sociolinguistic and literacy survey carried out with Baré teachers and students, from the indigenous municipal schools Aru Waimí, Kunyatá Putira and Puranga Pisasú. I highlight for the analysis of Sociolinguistics theorists such as Calvet (2002); Bagno (2017); Labov (1972; 2008); Bortoni-Ricardo, (2005; 2011; 2014); Hamel (1988; 1989; 1991); Sousa (2006; 2013; 2014; 2021); Fishman (1972); Gumperz (1962); Crystal (1998); Gonçalves (2018. For bilingualism RCNEI (1998); Ferreira (2008) and Hamel (1981). On Indigenous School Education: Cabalzar (1998); Grupioni (2002, 2003; 2006); about the Baré Curt Nimuendajú (1983); Cruz (2011); Herrero and Fernandes (2015). Literacy: Brian Street (2007, 2014), Roxane Rojo (2009), Kleiman (1995), Soares (2003) and Sousa (2021), among others. The results allow us to affirm that Sociolinguistics and Literacy have important contributions to the construction and feasibility of an Indigenous School Curriculum that will meet the desires and needs of the Baré people of Baixo Rio Negro, as well as to elucidate the sociolinguistic and eco-socioliteracy phenomena that occur in these bilingual communities, provided that Indigenous people, teachers and students are the main mentors of the curriculum proposal for indigenous school education and accompany the literacy process and its realization in the context of the reality of local school education.

BANKING MEMBERS:
Interna - 2572613 - ORMEZINDA MARIA RIBEIRO
Presidente - 1766155 - ROSINEIDE MAGALHAES DE SOUSA
Externo à Instituição - Rainer Henrique Hamel - UAM
Externa à Instituição - SEVERINA ALVES DE ALMEIDA - FACIT
Externa à Instituição - STELLA MARIS BORTONI DE FIGUEIREDO RICARDO - UnB