Ideologias e políticas linguísticas: uma análise da obra Amik loves school: a story of wisdom
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2021-08
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We use the literary work Amik loves school: a story of wisdom (VERMETTE,
2015a) in this article as a motivator to reflect upon language ideologies (WOOLARD,
1998; KROSKRITY, 2004; BAKHTIN, 2009), colonization (HELLER; MCELHINNY,
2017), erasure (IRVINE; GAL, 2000) and, thus, problematize some Canadian linguistic
policies, such as the Indian Act (1876). According to the document in question,
the indigenous education had to follow the standards adopted by white European
linguistic and cultural identities, which strengthened imperialistic ideologies that
delegitimized the languages and cultures of Canadian first nations in contexts such as
the residential schools. However, Katherena Vermette reveals that her literary work
is designed with the aim of promoting ruptures with the assimilation processes in
question, which intend to engage her readers not only with indigenous characters
and their stories, but, above all, with reflections able to both deconstruct imperialistic
ideologies and value the linguistic and cultural identities of these indigenous peoples.
Vermette’s text reminds us of the trajectory faced by Brazilian indigenous peoples
when subdued by colonization and their current subaltern condition. This way,
historical and sociocultural similarities shared by both Canadian and Brazilian ethnic
groups lead us to believe that the reading and the discussion of Vermette’s work in
English teaching-learning contexts in Brazil can promote dialogues between different
languages and cultures and their value by students.
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Ideologias de linguagem, Políticas linguísticas, Práticas decoloniais, Language ideologies, Linguistic policies, Decolonial practices
Citação
MELLO, Layssa Gabriela Almeida e Silva; FIGUEREDO, Carla Janaina. Ideologias e políticas linguísticas: uma análise da obra Amik loves school: a story of wisdom. Entrepalavras, Fortaleza, v. 11, n. 2, p. 1-19, maio/ago. 2021.