MBA’ETU AYVU RAPYTA: LANGUAGE(S) AND LINGUISTIC EDUCATION IN A RESEARCH-ACTION WITH TEACHERS FROM THE MBYA ARANDU INDIGENOUS SCHOOL

Abstract

In order to overcome the monologic of knowledge, a reform in favor of an Ecology of Knowledge is necessary, which concerns the creation of plural epistemic spaces that bring from invisibility knowledge marginalized by the univocity of colonial thought, such as indigenous knowledge. Our work carried out a research-action with teachers of the indigenous schooling from Tekoa Araça'í, territory of the Mbya Guarani people in the Brazilian Atlantic Forest, and developed a diatopical hermeneutics about language(s) and linguistic education. We approached the problematics of what language(s) is(are) and how is language education being implemented in that context, along with its possibilities, through a collectively constructed methodology. The main objective of our work was to promote the emergence of knowledge about linguistic phenomena and educational practices, especially linguistic education. The analyzed data composed a dossier with 17 reports, 11 multimodal texts, 4 transcribed dialogues, 5 transcribed videos and 7 other documents. Data analysis was performed using a narrative methodology organized by five filters. Results identify epistemes capable of touching social, identitarian, religious, political and educational dimensions. They suggest the intrinsic connection between the Guarani language and the Nhandereko, the traditional Guarani livelihood.