Recortes sociolinguísticos das populações indígenas residentes em Manaus: um estudo sobre o uso da língua portuguesa e das línguas indígenas a partir dos Centros Municipais de Educação Escolar Indígena Buû-Miri, Tupãna Yupirunga, Wainhamary e Weku Durpoá

Abstract

This dissertation is grounded in the development of sociolinguistic analyses of Indigenous populations in Manaus, focusing on certain Indigenous communities located in the city. It aims to present an overview of the sociolinguistic and educational situation within the teaching of the Portuguese language and the various Indigenous languages spoken in the communities selected for this study, namely: Buû-Miri, Tupãna Yupirunga, Wainhamary, and Weku Durpoá. The study also presents an overview of Indigenous educational contexts in communities that possess Indigenous School Education Cultural Centers (Centros Culturais de Educação Escolar Indígena – CMEEI), offered through the Indigenous School Education Management Office of the Municipal Department of Education of Manaus (Gerência de Educação Escolar Indígena da Secretaria Municipal de Educação de Manaus – GEEI/SEMED).The research follows an ethnographic approach in order to analyze the data collected and to outline the sociolinguistic reality of Indigenous peoples residing in the city of Manaus, specifically in locations that maintain their own CMEI. The data are gathered through Indigenous teachers working in these cultural centers, and the methodological framework draws upon Bezerra (n.d.), Chizzotti (n.d.), DaMatta (1973), and Moresi (2003).Within the theoretical framework related to sociolinguistic aspects, studies by Louis-Jean Calvet are presented, whose notions of status, corpus, the management of plurilingualism (in vivo and in vitro), and language planning are considered essential during the analysis of the collected data. For these reflections, Calvet (2002; 2007) is adopted. Regarding the concept of ethnic identity, Cunha (2012) is selected. For the notions of L1, L2, bilingualism, and multilingualism, Cunha (2007) is used. Finally, concerning the definition of intercultural bilingual education, Silva (2010) is employed.