Linguistic documentation in intercultural training policies for indigenous teachers

Abstract

Technologies of grammatical description and teacher training for documentation, linguistic maintenance and indigenous school education, are important actions to strengthen minority peoples and their languages. In this sense, this paper aims to discuss teacher training processes in an intercultural perspective, supported by linguistic standardization actions that lead students to pay attention on the grammar of their own languages. Therefore, the starting point and empirical basis of the discussion is the experience of elaborating a grammatical description of indigenous language and three experiences of training of multilingual teachers: 1) as an auxiliary teacher in a teacher training course in São Gabriel da Cachoeira-AM (SGC); 2) as a teacher in a teacher training course in São Gabriel da Cachoeira-AM (SGC); and 3) in voluntary course in the community of Nova Vida-SGC. These experiences allow rethinking the supposed opposition between teacher education and grammatical description, besides reconsidering the complementarity between these two practices.