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      DIFERENTES PERSPECTIVAS SOBRE O GÊNERO ENTREVISTA NAS AULAS DE PORTUGUÊS NA LICENCIATURA INTERCULTURAL INDÍGENA Translated title: DIFFERENT PERSPECTIVES ON THE INTERVIEW GENRE IN PORTUGUESE CLASSES IN AN INDIGENOUS INTERCULTURAL EDUCATION DEGREE COURSE

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          Abstract

          RESUMO Neste artigo, discorro sobre uma experiência de ensino do gênero entrevista nas aulas de português para estudantes indígenas de um curso de licenciatura. O texto traz reflexões sobre como as aulas foram planejadas e desenvolvidas com base no diálogo intercultural entre os conhecimentos linguísticos e culturais que formataram, historicamente, o gênero em questão, e os conhecimentos dos professores indígenas, que estão começando a utilizar a entrevista como um recurso metodológico para suas pesquisas, realizadas com membros de suas comunidades. O modelo pergunta e resposta da entrevista e o tempo presumivelmente rápido das respostas foram problematizados pelos estudantes visto que não foi um formato avaliado como possível de ser utilizado por pesquisadores indígenas com anciãos de seus povos. Segundo os estudantes, o gênero pode violar regras interacionais e princípios dos conhecimentos indígenas. O artigo procurou ressaltar a necessidade da tradição oral ser considerada na produção do conhecimento acadêmico e no ensino de língua portuguesa para indígenas.

          Translated abstract

          ABSTRACT In this article, I discuss a teaching experience of the interview genre in Portuguese classes for indigenous students in an undergraduate course. The text reflects on how the classes were planned and developed based on intercultural dialogue between the linguistic and cultural knowledge that has historically framed the genre in question, and the knowledge of the indigenous teachers, who are beginning to use the interview as a methodological resource for their research, conducted with members of their communities. The question and answer model of the interview and the presumably quick timing of the answers were problematized by the students since it was not a format evaluated as possible to be used by indigenous researchers with elders of their peoples. According to the students, the genre may violate interactional rules and principles of indigenous knowledge. The article aimed to highlight the need for oral tradition to be considered in academic knowledge production and Portuguese language teaching for indigenous people.

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          Most cited references28

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          Ideias para adiar o fim do mundo

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            Educação intercultural na América Latina: entre concepções, tensões e proposta

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              Language crossing and the problematisation of ethnicity and socialisation

              This paper begins in Section 1 by noting two processes that have been generally overlooked in sociolinguistics. Firstly, the prevailing approaches to ethnicity have tended to neglect the processes through which individuals can either adopt someone else's ethnicity, or get together with them and create a new one. Secondly, socialization in sociolinguistics is most commonly seen as enculturation into an ingroup, not as a process of learning to like and live with social and ethnic difference. To throw some light on these two processes, the paper turns its focus towards a practice it calls 'language crossing' ('code crossing', 'crossing'). Language crossing involves code alternation by people who are not accepted members of the group associated with the second language that they are using (code switching into varieties that are not generally thought to belong to them). This kind of switching involves a distinct sense of movement across social or ethnic boundaries and it raises issues of legitimacy which, in one way or another, participants need to negotiate in the course of their encounter. A fuller account of the intricate dialectic between language, peer group belonging and ethnic otherness that lies at the heart of language crossing emerges as the paper proceeds. After some methodological preliminaries (Section 2) and an outline of some of the ways in which the multiracial peer group I studied can be considered a community (Section 3), the empirical description of crossing itself begins with an initial emphasis on the way that crossing was integrated with what was shared in peer group culture (Section 4). The following section (Section 5) turns to the way in which crossing processed ethnic division and race stratification within the peer group, and this is further elaborated in the discussion of socialisation in Section 6. Section 7 contains a conclusion which briefly links crossing's treatment of ethnicity with Bourdieu's discussion of doxa, orthodoxv and heretical discourse.
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                Author and article information

                Journal
                tla
                Trabalhos em Linguística Aplicada
                Trab. linguist. apl.
                UNICAMP. Programa de Pós-Graduação em Linguística Aplicada do Instituto de Estudos da Linguagem (IEL) (Campinas, SP, Brazil )
                2175-764X
                August 2022
                : 61
                : 2
                : 363-375
                Affiliations
                [1] Goiânia Goiás orgnameUniversidade Federal de Goiás Brazil liliabram@ 123456gmail.com
                Article
                S0103-18132022000200363 S0103-1813(22)06100200363
                10.1590/010318138668361v61n22022
                6dc7fbfa-0346-446f-b3a4-eeba7bdb7c09

                This work is licensed under a Creative Commons Attribution 4.0 International License.

                History
                : 08 February 2022
                : 21 June 2022
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 28, Pages: 13
                Product

                SciELO Brazil

                Categories
                Artigos

                entrevista,critical interculturality,teaching Portuguese of indigenous people,interview,ways of knowing,interculturalidade crítica,ensino de português para povos indígenas,modos de conhecer

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