O ensino mediado por tecnologia em comunidade indígena Ticuna: desafios linguísticos no processo ensino-aprendizagem

Abstract

This research addresses the treatment given to the Ticuna language in technologymediated teaching in an indigenous school in the city of Benjamin Constant / AM. The teaching is offered by the State Department of Education of Amazonas that uses as mechanism the Program Center of Education Media of Amazonas, and by methodology the teaching mediated by digital technology. This dissertation aims to analyze the process of teaching by technological mediation in indigenous communities of the Ticuna ethnic group in Benjamin Constant. And as specific verify the treatment given to the linguistic specificity of Ticuna-speaking students; Identify the degree of bilingualism / multilingualism of students and highlight the language challenges in the teaching-learning process. The theoretical-methodological concepts were based on Cesar & Maher (2018), Martellota (2011), Stubbs (2002) to discuss language as a cultural element; in Weinreich; Labov; Herzog (2006) on the contact of languages and sociolinguistics by Molica & Braga (2017) and Tarallo (2007), as well as other researchers dealing with the linguistic issue in contact relations. Qualitative research was used as a method of investigative procedure and quantitative research for analysis of some data. The bibliographic search went through all the research. The fieldwork consisted of systematic observation and application form of closed and open questions for teachers and students. The criteria adopted in the visit start from the question: Does technology-mediated teaching consider Ticuna students who speak their indigenous language as specific languages? Training developed for linguistic and cultural diversity enables the learning and training of self-employed citizens. When the indigenous people are denied the right to use language in learning situations reinforces the attempt to deny and erase the indigenous languages promoted by the colonies with the first missionaries. Secondary education proposals should be favored through comprehensive training of inter-social capacities between indigenous and non-indigenous.