As línguas faladas na comunidade multiétnica Parque das Tribos em Manaus

Abstract

The linguistic diversity of Brazilian indigenous peoples represents important cultural knowledge of identity, as well as the cosmology of these peoples. According to Monte (2000), Brazil is one of the countries with the greatest linguistic diversity, since about 40% of the languages spoken in the Americas are spoken in Brazilian territory. Despite this apparent diversity, much has been lost in contact. The city of Manaus has been receiving an interregional migration in recent years, which characterizes it as one of the multilingual cities in the state of Amazonas. This is due to the large presence of indigenous people living in multiethnic indigenous communities in the urban center who migrated to the city motivated mainly by better access to health and education, in addition to being attracted by the possibility of income and livelihood, especially in industries of the Zona Franca de Manaus. This research aims to present a sociolinguistic and educational diagnosis of the languages spoken by the indigenous people of the Parque das Tribos multiethnic community in Manaus - AM. The research is ethnographic in nature with a qualitative and quantitative approach and was based on field research with the application of a questionnaire based on Maia (2016). In addition, the research presents a trace of the sociolinguistic reality of the indigenous people who live in the city of Manaus. The methodology is based on Bezerra (2008), Gil (2008), Angrosino (2009), Gerhardt and Silveira (2009), Mattos (2011) and Demo (2012). The theoretical framework follows the assumptions of Sociolinguistics and Anthropological Linguistics for research with indigenous peoples. To this end, an ethnolinguistic study was carried out, which is also supported by the theoretical assumptions of Sociolinguistics. For the purposes of theoretical foundations related to Sociolinguistics, Calvet (2002), Braggio (2002, 2003, 2006) and Tarallo (2007) are used. For reflections on bilingualism and multilingualism, Zimmer, Finger and Scherer (2008), Flory (2009), Santos (2012), Perri (2013) and Bassani (2015) were used. And about Indigenous School Education, Bergamaschi and Medeiros (2010) and Ciaramello (2014) were used.