O ensino da língua portuguesa como L2 na Escola Estadual Indígena Almirante Tamandaré: as políticas públicas sob o olhar ticuna na Comunidade Umariaçu II

Abstract

This dissertation seeks to understand how are the public policies for indigenous school education regarding the teaching of Portuguese as a second language in the context of the reality of the indigenous people Ticuna, Umariaçu II village, Umariaçu Indigenous Land, region called Alto Solimões, municipality of. Tabatinga, specializing in the Almirante Tamandaré Indigenous State School, from the perspective of the Ticuna, through the vision of teachers of Portuguese and Ticuna who work with high school. In this line, to investigate what is the role and function of the school for the Ticuna and in her, what is the place of the languages in this school, producing evaluation about their coexistence in the daily school in the teaching and learning processes. It is intended to build this look in the confrontation between public policy in the state context through the proposal of a curricular matrix implemented in the state school, institutionalizing the majority language of the country as a second language and the language policy established by the Ticuna for their schools. From an ethnographic perspective, the research is a qualitative approach, based on the thoughts of Hymes (1971), Boaz (1911), D'Angelis (2013), Maher (2007) and Lopez (2013) among other authors dealing with second language teaching in an indigenous context.

Keywords: Applied Linguistics. Public policies of indigenous school education. Language policy.