Literacy, rhythm and ethnicity: study of the process in which undergraduate students pertaining to indigenous ethnic groups are engaged in the transition from vernacular literate/illiterate practices to academic literate practices

Abstract

This research project belongs to the research line "Language, identity and ethnicity" of the research group "Studies in language, ethnicity and style"(CNPq). I propose research focused on the understanding of socio-cognitive, discursive and identity processes inherent in language practices emphasizing the access to written academic language by undergraduate students of UFSCar pertaining to indigenous ethnic groups. Among other references, I explore critical discourse analysis (Fairclough, 2001), the concept of discourse genres (Bakhtin, 1995, 1997; Swales, 1990; Bhatia, 2004) and Activity Theory (Leontiev, 2000; Vigotski, 2001; Jantzen; 2008). I attribute particular emphasis to the concept of ethnicity (Cohen, 1974). I intend to analyze rhythm, tone and style as parts of semantic-syntactic text configuration. Aiming at the formation of data collection, data will be gathered: a) on one hand, inside the campus, through questionnaires and the collection of texts produced by indigenous graduate students in academic activities; b) on the other hand, through ethnographic field research in indigenous communities located in the states of Mato Grosso (MT) and Amazonas (AM). I hope to contribute to empower the formation of indigenous intercultural basic school teachers and to the implementation of Affirmative Actions in public universities. This project has interface with CAPES project for UFSCar Center of "Indigenous School Education Observatory", entitled "Indigenous school education in two realities: a comparison between Ethno-educational territories of Oriental Amazon and Rio Negro", of which I will participate as researcher and advisor. (AU)