Apontamentos críticos sobre concepções de linguagem na formação superior de docentes indígenas: diálogo intercultural como diálogo interepistêmico

Abstract

This work provides critical notes situated in the experiences implemented in a Indigenous Teachers Higher Education course in a bilingual intercultural perspective through the analysis of representations and ideologies underlying hegemonic categories and conceptions of language, mother tongue, and writing, as well of its appropriation by indigenous teachers in contexts of intercultural complexity. The main argument of this paper is based on the need for indigenous conceptions of language being considered on an epistemological level in order to avoid the risk that this educational model perpetuates exclusions that historically affect Brazilian Indigenous peoples through educational institutions.