The Intercultural Reconstruction of Guarani School Linguistic Human Rights: Social Purviews and Literacy
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Abstract
This paper seeks to contribute to the intercultural reconstruction of the school linguistic human right to literacy2. It questions the monoglossic and universalizing nature with which that right is inserted in the social purview of the dominant groups of global capitalism. Based on a theoretical framework that articulates discourses from Applied Linguistics, Cultural Studies, the Bakhtin Circle, and the New Literacy Studies, in my data analysis I interpret discourses on this concern by the Guarani teachers of the Itaty Indigenous Primary School, located in the Guarani village of Morro dos Cavalos, Santa Catarina, Brazil. Those teachers interculturally reconstruct the right to literacy as the right of the school to safeguard Guarani cultural tradition (claimed upon transformations of the community’s forms of utterance and legitimated practices of knowledge generation and transmission which are brought about by transformations in their economy). This right is also reconstructed as a “weapon of defense and survival” with which to struggle for fuller sovereignty over their forms of utterance and, inseparably, over their economy.
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