POLÍTICAS LINGUÍSTICAS: CONFINAMENTO E RETOMADA DAS LÍNGUAS KAIOWÁ E GUARANI NO CONE SUL DE MATO GROSSO DO SUL

Abstract

In this study, we investigate how language policies involving the Kaiowá and Nhandeva indigenous languages spoken in the Southern Cone of Mato Grosso do Sul have been carried out. It is an approach generated from the process of territorial confinement (BRAND, 1993; 1997) that caused the linguistic confinement (SALES, 2022), of these ethnicities and languages. The research has a theoretical basis based on the studies of Language Policies by Sposlky (2004), Calvet (2007; 2005), Hamel (1993), Ricento (2000). Initially, the characterization of the situation of indigenous languages is made from the description of the socio-historical situations that caused the relationship of contact and conflict with the Portuguese language. A documentary survey was also carried out on the linguistic colonization process (MARIANI, 2004) to the present day, with an analysis of a sociolinguistic diagnosis (FISHMAN, 1974), and a reflection on linguistic policies, glotopolitics (LAGARES, 2021), and school education. bilingual indigenous people (MARTINS, 2013; D'ANGELIS, 2012; MAHER, 2006; OLIVEIRA, 2000). The Methodological Procedures were guided by ethnographic principles with the use of documentary research instruments and a sociolinguistic questionnaire (PIMENTEL, 2017), with these instruments we carried out an analysis of the domains of each language in the investigated linguistic communities, the main focus was on the policies of the at national, state and municipal levels, emphasizing how the school context (FERGUSON, 1974; CALVET, 2004) presents languages in its pedagogical projects and school curricula of schools in seven municipalities. Data analysis showed that language policies need to include communities in their discussions, that indigenous peoples can mobilize to guarantee their rights in municipal terms of language use, that indigenous languages are having intergenerational transmission, but that young people have little interest and that in schools, it was found that the curriculum is neither intercultural nor bilingual, that even after training on language teaching models what still applies is replacement bilingualism, with the Kaiowá and Nhandeva languages and cultures in a relationship of discredit with the Portuguese language. Also that school education in the Southern Cone does not apply the teaching of Portuguese as a second language and every school sphere needs training. From these data, there is a suggestion of collective construction of a strong model of language teaching so that the school can contribute to the maintenance of bilingualism (BAKER, 2001) and to the increase in the use of indigenous languages with a view to strengthening the phenomenon of linguistic retakes.