Módulo 3 - Marcos conceituais referentes à variação linguística AULA 4 Retratos de bilinguismo e multilinguismo nas comunidades indígenas brasileiras $ HVWD DOWXUD GH QRVVR FXUVR DSyV HVWXGDU QR 0yGXOR &RQKHFHQGR RV 3RYRV ,QGtJHQDV QR %UDVLO&RQWHPSRUkQHR²GHVFRQVWUXLQGRSUHFRQFHLWRVDVLQIRUPDo}HVKLVWyULFDVHGHPRJUiϧFDV VREUHDULTXH]DOLQJXtVWLFDSUHVHQWHQDVFRPXQLGDGHVLQGtJHQDVEUDVLOHLUDVMiGHYHHVWDUPXL WRFODURTXHR%UDVLOQmRpXPSDtVPRQROtQJXHHTXHHPDOJXPDVGHVVDVFRPXQLGDGHVRFRUUH VLWXDomRGHELOLQJXLVPRHRXPXOWLOLQJXLVPR1HVWDDXODLUHPRVWUD]HUSDUDHVWXGRXPFDVR GHXPDFLGDGHPXOWLOtQJXHGRHVWDGRGR$PD]RQDVUHODWDGRSRU2OLYHLUDDFLGDGHGH 6mR*DEULHOGD&DFKRHLUD/HPEUHVHTXHQDDXODGDGLVFLSOLQD%UHYH+LVWyULDGDV/tQJXDVQR %UDVLOYLPRVTXHIRLQHVVDFLGDGHHPTXHR1KHHQJDWXVHWRUQRXDSULPHLUDOtQJXDLQGtJHQD FRRϧFLDOL]DGDHPWHUULWyULREUDVLOHLURMXQWDPHQWHFRPR7XNDQRHR%DQLZD 6mR*DEULHOGD&DFKRHLUDpXPPXQLFtSLRTXHVHORFDOL]DQRFHQWURGDUHJLmRGR$OWR5LR1H JURQRQRUWHGR$PD]RQDVHPIURQWHLUDFRPD&RO{PELDHD9HQH]XHOD(PDSRSXODomR HVWLPDGDHUDGHKDELWDQWHV )LJXUD/RFDOL]DomRGH6mR*DEULHOGD&DFKRHLUD )RQWH*RRJOH0DSV 'LVSRQtYHOHPFLGDGHVLEJHJRYEUH*RRJOH0DSV 'LVSRQtYHOHPKWWSZZZSRUWDODPD]RQLDFRPEU )RWRGH6mR*DEULHOGD&DFKRHLUD )RQWH3RUWDO$PD]RQLD3 Disciplina: Fundamentos linguísticos: bilinguismo e multilinguismo 2OLYHLUDDϧUPDTXHRQ~FOHRXUEDQRGDFLGDGHVHHVWHQGLDSRUXPDUHJLmRGH NPHDEULJDYDFHUFDGHdez mil habitantes1HVVDUHJLmRHVWDYDPDEULJDGDVDOGHLDVQDV TXDLVIXQFLRQDYDPHVFRODVLQGtJHQDVELOtQJXHVGHHQVLQRIXQGDPHQWDODDDVpULHV 8PDGDVPDUFDVGDFLGDGHHRTXHQRVLQWHUHVVDGHVWDFDUQHVWDDXODpDJUDQGHULTXH]DOLQ JXtVWLFDGRPXQLFtSLR &RPGDSRSXODomRVHQGRGHRULJHPLQGtJHQD6mR*DEULHOGD&DFKRHLUDpSRVVLYHOPHQWHROXJDUPDLVSOXULOtQJHGDV$PpULFDVXPPXQLFtSLRGHPLONPিPDLRU que Portugal ou Santa Catarina) onde se falam 22 línguas indígenas, de quatro troncos OLQJtVWLFRVGLIHUHQWHV7XSL*XDUDQL7XNDQR2ULHQWDO0DNXH$UXDN$OpPGLVVRp possivelmente o único lugar no mundo em que o critério de casamento tradicional (no FDVRGRVSRYRV7XNDQRpOLQJtVWLFRH[RJDPLDOLQJtVWLFDXPKRPHPQmRSRGHVH FDVDUFRPXPDPXOKHUIDODQWHGDPHVPDOtQJXDTXHHOH-iR1KHHQJDWXOtQJXDJHUDO GHEDVH7XSLIRLLQWURGX]LGRSHORVPLVVLRQiULRVHpIDODGRSHORVSRYRV%DUp:HUHNHQD HDOJXPDVFRPXQLGDGHV%DQLZD4. 2PXQtFLSLRpUHFRQKHFLGRFRPRPXQLFtSLRLQGtJHQDSRLVWHPGHVXDSRSXODomRIRU PDGDSRULQGtJHQDV8PGRVIDWRUHVFDXVDGRUHVGDJUDQGHGLYHUVLGDGHOLQJXtVWLFDpRLQWHQVR ϩX[RGHPLJUDQWHVTXHGHL[DPVXDVDOGHLDVGHYLGRDFRQϩLWRVLQWHUQRVRXSRUTXHEXVFDP VHUYLoRVEiVLFRVFRPRPDLVHVFRODUL]DomRRXDWHQGLPHQWRGHVD~GH2XWURIDWRUTXHFRQWULEXL SDUDRPXOWLOLQJXLVPRpDGLVWULEXLomRDOHDWyULDGHWHUUHQRVHVSHFLDOPHQWHHPWUrVEDLUURV FRQVLGHUDGRVHVVHQFLDOPHQWHLQGtJHQDV'DEDUX$UHLDOH7LULULFDORXVHMDDGLVWULEXLomR GHWHUUHQRVQmRVHGiSRUFULWpULRVpWQLFRVRXGHSURFHGrQFLDRTXHFULDYL]LQKDQoDVPLVWDV PXOWLFXOWXUDLVHPXOWLOtQJXHV 2OLYHLUDLOXVWUDRTXHFKDPDGHSOXUDOLGDGHOLQJXtVWLFDDSDUWLUGHHQWUHYLVWDVFRPGXDVIDPt OLDVPRUDGRUDVGREDLUUR$UHLDOQRDQRGH1RVUHODWRVVmRGHVFULWDVDOJXPDVSUiWLFDV OLQJXtVWLFDVGRGLDDGLDGHIDPtOLDVELOtQJXHVTXHFKHJDUDPjVFRPXQLGDGHVKiQmRPDLVTXH GRLVDQRVHSRUWDQWRSUHVHUYDPRXVRGHVXDVOtQJXDVPDWHUQDV9DPRVDHOHV *LYDQ0OOHUGH2OLYHLUDHPHQWUHYLVWDDR,QVWLWXWRGH,QYHVWLJDomRH'HVHQYROYLPHQWRHP3ROtWLFD /LQJXtVWLFDKWWSZZZLSRORUJEULPSULPLUSKS"FRG DFHVVDGRHPGHIHYHUHLURGH Módulo 3 - Marcos conceituais referentes à variação linguística Relatos familiares do bairro Areial Relato 1: no primeiro caso, o autor relata a entrevista com um morador tukano e expõe a proximidade com outras cinco famílias da vizinhança. O desenho abaixo ilustra a distribuição das seis casas das seis famílias citadas na entrevista. A seguir, descrevemos sistematicamente a situação linguística de cada lar: tukano baniwa tukano tukano castelhano português Casa 12HQWUHYLVWDGRpXPWXNDQRIDODQWHGDOtQJXDWXNDQR(OHWHPRLWRϧOKRVVHLVGRV TXDLVYLYHPQDPHVPDFDVDTXHHOHHFLQFRQHWRVFRPLGDGHVHQWUHHDQRV$IDPtOLD UHVLGLDHP6mR*UDEULHOGD&DFKRHLUDKiXPDQRHPHLRHWRGRVIDODPDlíngua tukanoHVVD pDOtQJXDXWLOL]DGDQRDPELHQWHIDPLOLDU Casa 27UDWDVHGRYL]LQKREDQLZDGRPRUDGRUGD&DVD(OHXVDDlíngua baniwaHPFDVD FRPDIDPtOLD Casa 32PRUDGRUGDFDVDpXPWX\XNDIDODQWHGDOtQJXDEDQLZDFDVDGRFRPXPDPXOKHU WXNDQR(OHXVDDlíngua tukanoFRPROtQJXDYHLFXODUSDUDVXDFRPXQLFDomRGRPpVWLFD Casa 42PRUDGRUGDFDVDpXPGHVDQRWDPEpPFDVDGRFRPXPDPXOKHUWXNDQRTXHVH XWLOL]DGDlíngua tukanoSDUDFRPXQLFDomR Casa 51DFDVDGRRXWURODGRGDUXDXPYL]LQKRGHVFULWRSHORPRUDGRUGDFDVDFRPR ´FDERFORµVHXWLOL]DGRSRUWXJXrVSDUDFRPXQLFDomRFRPVXDIDPtOLD Casa 61DFDVDXPLQGtJHQDGDHWQLDFDUDSDQmVHXWLOL]DGRcastelhanoSDUDFRPXQLFDomR FRPDIDPtOLD 7UrVGHVWDVVHLVFDVDVXWLOL]DPWDPEpPR1KHHQJDWX Disciplina: Fundamentos linguísticos: bilinguismo e multilinguismo Relato 2: o autor relata a entrevista com um homem bará e expõe a proximidade com outras cinco famílias da vizinhança. O desenho abaixo ilustra a distribuição das seis casas das seis famílias envolvidas. A seguir, descrevemos sistematicamente a situação linguística de cada lar: tukano nheengatu português baniwa tukano tukano tukano nheengatu português Casa 12HQWUHYLVWDGRpXPEDUpFDVDGRFRPXPDPXOKHUWXNDQR(OHVWrPVHLVϧOKRVFRP LGDGHVHQWUHHDQRVHHVWmRQRPXQLFtSLRGH6mR*DEULHOGD&DFKRHLUDKiPHQRVGHXP DQR7RGRVHPFDVDIDODPDOtQJXDtukanoHPDPELHQWHIDPLOLDUHWDPEpPVmRIDODQWHVGH SRUWXJXrV Casas 2 e 36mRWDPEpPHQWUHYLVWDGRVKRPHQVEDUpFDVDGRVFRPPXOKHUHVWXNDQR8WLOL]DP Dlíngua tukanoSDUDFRPXQLFDomRFRPDIDPtOLD Casa 41HVWDFDVDKiPRUDGRUHVWXNDQRVTXHIDODPDlíngua tukano Casa 51DFDVDKiXPDfamília baniwaTXHXWLOL]DRQKHHQJDWXHRSRUWXJXrVHPFDVD Casa 61DFDVDKiXPD família baniwaTXHXWLOL]DDlíngua baniwa Casa 71DFDVDUHVLGHXPDIDPtOLDGHVFULWDFRPR´FDERFODµEDUpSHORHQWUHYLVWDGRTXH XWLOL]DRQKHHQJDWXHRSRUWXJXrVHPFDVD Módulo 3 - Marcos conceituais referentes à variação linguística $SHVDUGDVGXDVYL]LQKDQoDVH[HPSOLϧFDGDVDFLPDHPTXHKiXVRGHOtQJXDLQGtJHQDSDUD FRPXQLFDomRGLiULDQDPDLRULDGDVFDVDVDFRQWLQXLGDGHGHXVRHWUDQVPLVVmRGDOtQJXDLQ GtJHQDpVHPSUHXPGHVDϧRHLVVRVHGiHPJUDQGHPHGLGDSRUFDXVDGRDXPHQWRGRXVR GRSRUWXJXrVQDVGLYHUVDVHVIHUDVGDYLGDGDTXHODSRSXODomR3UDWLFDPHQWHWRGDVDVFULDQoDV IDODPRSRUWXJXrVHHPPXLWRVFDVRVFRPRSULPHLUDOtQJXDIRUDGRDPELHQWHIDPLOLDU$GH PDLVPXLWRVSDLVRSWDPFRQVFLHQWHPHQWHSRUXVDURSRUWXJXrVFRPVHXVϧOKRVSRUTXHDFUHGL WDPTXHLVVRRVLQWHJUDUijVRFLHGDGHQDFLRQDOHDVVLPSRGHOLYUiORVGDGLVFULPLQDomRpWQLFD H SURPRYHU PDLRUHV RSRUWXQLGDGHV (VVD DWLWXGH DFDED SRU GHVIDYRUHFHU D VREUHYLYrQFLD H GHVHQYROYLPHQWRGDVOtQJXDVQDWLYDV 3RULVVRDHVFRODWHPXPSDSHOIXQGDPHQWDOQRTXHVHUHIHUHDRUHFRQKHFLPHQWRjYDORUL]DomR HjPDQXWHQomRGRELOLQJXLVPRHPXOWLOLQJXLVPREHPFRPRGDPXOWLFXOWXUDOLGDGHGRORFDO 2VGLYHUVRVDYDQoRVDOFDQoDGRVSHORVPRYLPHQWRVLQGtJHQDVQDUHJLmRGHVGHDGpFDGDGH OHYDUDP D SRVVLELOLGDGHV GH FRQWLQXLGDGH H UHFRQKHFLPHQWR GDV OtQJXDV LQGtJHQDV +RMH p LQVWLWXtGRSRUOHLTXHRPXQLFtSLRWHPDWDUHIDGHLQFHQWLYDUHFRQVHUYDUDVOtQJXDVQDWLYDV DWUDYpVGRHQVLQRELOtQJXH &$3Ì78/2,9´ಝ'$32/Ì7,&$&8/785$/(('8&$&,21$/'2'(632672('2 /$=(5µ6HomR,,´'D(GXFDomRµ$UW. ,;²DOtQJXDSRUWXJXHVDVHUiYHtFXORGHHQVLQRQDVHVFRODVGHHGXFDomRIXQGDPHQWDO DVVHJXUDGD jV FRPXQLGDGHV LQGtJHQDV D XWLOL]DomR GH VXD OtQJXD PDWHUQD H SURFHVVRV SUySULRVGHDSUHQGL]DJHPCaberá ao município incentivar a conservação de língua nativa com ensino bilíngue; JULIRQRVVR $VVLPRHQVLQRELOtQJXHGHTXDOLGDGHRIHUHFLGRSHORVPXQLFtSLRVVHWRUQDXPDGDVSULQFLSDLV IRUPDVGHSUHVHUYDomRGHVVDVOtQJXDVVHQGRDSURGXomRGHPDWHULDOGLGiWLFRELOtQJXHHDIRU PDomRGHSURIHVVRUHVLQGtJHQDVIHUUDPHQWDVIXQGDPHQWDLVHYDOLRVDV1DQRVVDSUy[LPDDXOD ~OWLPDGHVWDGLVFLSOLQDYDPRVYROWDUQRVVRROKDUSDUDDTXHVWmRGDHGXFDomRELOtQJXHHVXD UHODomRFRPDSUHVHUYDomRGDVOtQJXDVLQGtJHQDV7DPEpPDSUHVHQWDUHPRVDOJXPDVREVHUYD o}HVGH)UDQFKHWWRTXHQRVOHYDPDUHϩH[}HVHTXHVWLRQDPHQWRVDFHUFDGHDOJXPDV SUiWLFDVQDHGXFDomRHVFRODULQGtJHQD ϱ &ŽŶƚĞ͗ąŵĂƌĂDƵŶŝĐŝƉĂĚĞ^ĆŽ'ĂďƌŝĞůĚĂĂĐŚŽĞŝƌĂ͘ŚƩƉ͗ͬͬǁǁǁ͘ĐĂŵĂƌĂƐŐĐ͘Ăŵ͘ŐŽǀ͘ďƌͬůĞŝƐͬ ůĞŐŝƐůĂĐĂŽͲŵƵŶŝĐŝƉĂůͬ>ĞŝйϮϬKƌŐĂŶŝĐĂйϮϬWZKs͘ƉĚĨͬǀŝĞǁ Disciplina: Fundamentos linguísticos: bilinguismo e multilinguismo Referências )5$1&+(772%UXQDSobre discursos e práticas na educação escolar indígena,Q$QWRQLR&DU ORVGH6RX]D/LPD$QWRQLRH%DUURVR+RϱPDQQ0DULDEstado e Povos Indígenas no Brasil – Bases para um nova política indigenista II5LRGH-DQHLUR&RQWUD&DSD/LYUDULD/$&(' S 2/,9(,5$*LOYDQ0OOHUÍndios urbanos no Brasil'LVSRQtYHOHPKWWSZZZLSRORUJ EUOHUSKS"FRG BIWQ!>SRUWDOGR,QVWLWXWRGH,QYHVWLJDomRH'HVHQYROYLPHQWRHP3R OtWLFD/LQJXtVWLFD,32/@$FHVVDGRHP