LINGUAGEM E IDENTIDADE: O RESPEITO POR MEIO DAS POLÍTICAS LINGUÍSTICAS
Journal Title: Ideação - Year 2011, Vol 13, Issue 2
Abstract
Educational reality in border areas develops its own features as to regards education and identity aspects due to its proximity, linguistic-cultural interchange and the presence of languages in contact. Because of its size and location on the border of Spanish-speaking countries, especially on the border of Brazil, Paraguay and Argentina, in Foz do Iguaçu-PR, Brazil presents significant multiculturalism, and identities in this context are particular for their differences and “identity movements” (MELIÁ, 2006; SILVA, 2004, HALL, 2008). Special border characteristics contribute to a more open perspective of education and consider educational aspects which are an alert to the necessity and continuity of linguistic-educational policies, with the aim of regional integration and the constitution of the subject. We believe that making more critical human beings, who are more understanding of different cultures, depends on education and on the acceptance of differences. In this sense, accepting a different identity is respecting other people, without any sort of prejudice regarding culture, beliefs and especially the language, because “without speakers, language do not, cannot exist and the history of a language is the history of its speakers” (CALVET, 2002, p. 12). In this perspective, we have the aim, in this article, of dealing with linguistic policies (CALVET, 2007) in a border context, the development of the project “Projeto Escolas Bilíngues de Fronteiras” and the mandatory Spanish language education in the area, relating the main concepts of the French sociologist Pierre Bourdieu (1989, 1998).
Authors and Affiliations
Olga Viviana Flores, Maria Elena Pires Santos
Keywords
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