Reflexões sobre o ensino de língua apiaká e da língua portuguesa na aldeia indígena Mayrob do Brasil

Reflections about the teaching of the Apiaká language and the Portuguese language in the Mayrob indigenous village of Brazil

Abstract

The present work, which dialogues with Gumperz (1982), Grojean (1982), Calvet (2001; 2011), Maher (2007), Lima (2004), Moita Lopez (2003) among others, makes some considerations about teaching/learning of the Apiaká and Portuguese languages ​​in the Mayrob village located in the Apiaká/Kayabi Indigenous Land in the municipality of Juara-MT. The challenges in teaching/learning the languages ​​involved in this process are not easy. Satisfactory results will only emerge in the medium and long term if, on the one hand, we have the vernacular language, the Apiaká language; on the other hand, we have the standard, mandatory and prestigious Portuguese language. There are some factors that are observed in the community: a) they have Portuguese as their first language; and that b) that keep alive the desire to revitalize the orality of the mother tongue. What is observed is that, as one language is prioritized over another, the results are unsatisfactory for both the learner and the teacher, both involved in the literacy of this community. The language must be used/learned with significant values ​​for this people; their actual needs should be considered for the establishment of teaching/learning parameters, allowing them to establish their own language teaching objectives in the village. Understanding the particularities of the use and meaning of each of these languages ​​becomes essential for the development of activities that can value the mother tongue, also enabling a satisfactory linguistic performance of the Portuguese language. Developing one language, whatever it is, at the expense of another has negative results for both learners and bilingual individuals in the community.