Escola do campo: a sala de aula como prática de preseservação da língua Kaingang

Abstract

This Course Completion work seeks to expand the elements on the preservation of the Kaingang language from the teaching-learning practices in Education schools in and in the countryside. It aims to identify, in the pedagogical practices of Kaingang language teachers in schools in and in the countryside, which strategies are being used for the preservation and maintenance of the Kaingang language. It focuses on locating the elements that allow the continuity of the mother tongue and the culture of native peoples, from the perspective of Kaingang teachers who work in teaching-learning practices and in management in schools in and in the countryside. The methodological approach developed is qualitative, exploratory in nature. The instrument used for this collection/construction was the application of semi-structured interviews. For data collection, two indigenous teachers who work in schools in the community of speakers of the Kaingang language in the municipality of Nonoai/RS were used as sources of information. The answers were analyzed from the perspective of content analysis (Bardin 2016), seeking to point out the elements that stand out, in the interviewees' perception, about the actions that occur to maintain the mother tongue, in the case of this study, the Kaingang language, or your forgetfulness. Among the elements mentioned, one of them refers to the changes that have occurred with the arrival of schools in indigenous communities, considering that the educational space moves from the community to the four walls of the school space, causing greater difficulty in passing on cultural knowledge and from the language of the oldest to the youngest. Therefore, the importance of this research, as a need for specific classes of the Kaingang language in the spaces of teaching-learning practices, in the school context. Furthermore, another factor that influenced the loss of identity is modernity and the impacts of new technologies, where language and culture are different. However, Educação do Campo comes with a proposal that education be built by the indigenous people, in the indigenous community, with an education focused on reality, which meets the needs of these people. The school and its professionals also strengthen preservation, when they encourage families to return to their culture and language, connecting their students' practical activities with the family context. School and family must be connected for the preservation of language and culture. We understand that the classroom can contribute to the preservation of the Kaingang language, maintaining the use of the mother tongue, as the training of its teachers can also take place in their language, as well as the production of material and availability of texts, in a way that print and digital knowledge also encompass the history of its people, their technologies, knowledge, knowledge and practices. Therefore, teacher education also needs to keep up with these demands.