School and writing
Prior
to the establishment of systematic contact with non-Indians, the languages
of the Indigenous peoples who live in Brazil were not written. With
the development of projects of school education conceived for Indians,
this has changed. This is a long story, which raises questions that
ought to be thought upon and discussed.
A bit of history
The history of Indigenous school education shows that, in general,
schooling had always had the goal of integrating the Indigenous populations
into the greater society. Indian tongues were seen as the biggest obstacle
for such integration. Thus the function of the school was to teach Indians
student how to speak, read and write in Portuguese.
Only recently some schools have started to use Indigenous languages
in alphabetization, when the difficulties of teaching students how to
read and write in a language they are not familiar with, such as Portuguese,
became clear.
Even in such cases, however, as soon as the students learned how to
read and write, the Indigenous language was no longer used in the classroom,
since the mastering of Portuguese was the main objective. So it is clear
that, given that situation, school has contributed for the weakening,
depreciation and, as a result, the disappearance of Indigenous tongues.
Indigenous languages at school
On the other hand, school can also be an element capable of encouraging
and favoring the permanence or revival of Indigenous languages.
Inclusion of an Indigenous tongue in the curricular grid attributes
to it the status of a full language and equals it, at least in terms
of education, to the Portuguese language, a right mentioned in the Brazilian
Constitution.
It is clear that the effort made at school for linguistic permanence
and revival has limitations, because no institution alone can define
the fate of a language. Just as schooling was not the sole culprit for
the weakening and eventual loss of Indigenous tongues, it does not have
the power of, alone, keep them strong and alive.
In order for that to happen it is necessary that the entire Indigenous
community and not only the teachers wish to keep its traditional
language in use. Thus schooling is an important but limited instrument:
it can only contribute for the survival or disappearance of those tongues.
The Portuguese language at school
Mastering the Portuguese language at school is one of the tools that
Indigenous societies have for interpreting and understanding the legal
bases that conform life in Brazil, especially those that refer to the
rights of Indigenous peoples.
All documents that regulate life within Brazilian society are written
in Portuguese: laws especially the Constitution -, regulations,
personal documents, contracts, titles, registers and statutes. Indian
are Brazilian citizens, and as such have the right to be familiar with
these documents in order to interfere, whenever necessary, in any sphere
of the countrys social and political life.
For the Indigenous peoples that live in Brazil, the Portuguese language
can be an instrument for the defense of their legal, economic and political
rights; a means to expand their own knowledge and humankinds;
a recourse for them to be recognized and respected nationally and internationally
in their diversity; and an important channel for relating with each
other and taking common political stances.
The introduction of writing
If oral language, in its various manifestations, is part of daily life
in practically every human society, the same cannot be said regarding
written language, since the activities of reading and writing can normally
be performed only by people who were able to go to school and while
there found favorable conditions to realize how important the social
functions of those activities are.
Thus to struggle for the creation of Indigenous schools means, among
other things, struggling for the right of the Indians to read and write
in the Portuguese language, so as to make it possible to them to relate
in equal conditions with the surrounding society.
Writing has many practical uses: in their daily lives, literate people
elaborate lists for commercial exchanges, correspond with each other
etc. Writing is also generally used to register the history, the literature,
the religious beliefs, and the knowledge of a people. It is, also, an
important space for the debate of controversial subjects. In todays
Brazil, for example, there are many texts that discuss topics such as
ecology, the right of access to land, the social role of women, the
rights of minorities, the quality of the education being offered, and
so on.
School cannot aim at just teaching students how to read and write:
it ought to give them conditions for them to learn how to write texts
that are adequate to their intentions and to the contexts in which they
will be read and used.
The benefits Indigenous peoples can obtain from learning how to read
and write in Portuguese are thus very clear: the defense of their citizenship
rights and the possibility of exercising them, and the access to the
knowledge of other societies.
But writing Indigenous languages, on the other hand, is a complex question,
one that must be pondered and whose implications must be discussed.
The functions of writing Indigenous tongues are not always so transparent,
and there are Indigenous societies that do not wish to write their traditional
languages. In general, this attitude becomes clear in the very beginning
of the process of school education: the urge and the need to learn how
to read and write in Portuguese is clear, whereas writing in Indigenous
languages is not seen as so necessary. Experience shows that, with time,
this perception can change and the use of writing in Indigenous languages
may make sense and even be desirable.
One argument against the written usage of Indigenous languages is the
fact that the introduction of such practice may result in the imposition
of the Western way of life, which may cause the abandonment of oral
tradition and lead to the appearance of inequalities within society
such as, for example, the difference between literate and illiterate
individuals.
But a strong argument for the introduction of written usage of Indigenous
languages is that to limit those tongues to exclusively oral uses means
to keep them in a situation of no prestige and of low practical applications,
thus reducing their chances of survival in contemporary situations.
And writing them also means that those languages will be resisting the
invasions made by Portuguese. In fact, they will themselves
be invading the realm of a major language and conquering one of its
most important territories.
(text condensed and adapted from the document Referencial curricular
nacional para as escolas indígenas, Brasília: MEC,
1998).