Este trabalho objetiva discutir a marcacao discursiva dos textos oficiais da educacao brasileira, tocando no conjunto de dizibilidades midiaticas que transitam a partir deles. Importa analisar a verdade como uma producao atrelada a condicoes historicas determinadas pela relacao saber-poder, o que permite discutir o sentido como um efeito e o discurso como pratica, ambos funcionando como marcadores de subjetividade e como balizadores de um self do professor. Alem disso, volta-se para a producao da verdade e para os efeitos de parresia vinculados a legislacao nacional e ao sujeito-professor, sob o trajeto do franco-falar. O trabalho ancora-se nos estudos da Analise do Discurso de tradicao francesa e no metodo arqueogenealogico de Michel Foucault. O estudo aponta para a producao de saberes e circulacao de verdades que marcam a subjetividade/self do professor, a partir de uma positividade que instiga e imputa determinadas formas de ser e modos de agir.
{"title":"A INSCRIÇÃO PARRESIÁSTICA DO DIZER SOBRE A EDUCAÇÃO NACIONAL: EFEITOS DE VERDADE E DE SUBJETIVAÇÃO","authors":"Márcia Michele, Antonio Genário","doi":"10.29327/210932.8.2-20","DOIUrl":"https://doi.org/10.29327/210932.8.2-20","url":null,"abstract":"Este trabalho objetiva discutir a marcacao discursiva dos textos oficiais da educacao brasileira, tocando no conjunto de dizibilidades midiaticas que transitam a partir deles. Importa analisar a verdade como uma producao atrelada a condicoes historicas determinadas pela relacao saber-poder, o que permite discutir o sentido como um efeito e o discurso como pratica, ambos funcionando como marcadores de subjetividade e como balizadores de um self do professor. Alem disso, volta-se para a producao da verdade e para os efeitos de parresia vinculados a legislacao nacional e ao sujeito-professor, sob o trajeto do franco-falar. O trabalho ancora-se nos estudos da Analise do Discurso de tradicao francesa e no metodo arqueogenealogico de Michel Foucault. O estudo aponta para a producao de saberes e circulacao de verdades que marcam a subjetividade/self do professor, a partir de uma positividade que instiga e imputa determinadas formas de ser e modos de agir.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"64 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130053557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O presente artigo tem como objetivo refletir, a partir de um arcabouco teorico critico, sobre a problematica relacao entre escola, heteronormatividade e exclusao. Denunciamos a producao, deliberada, do fracasso de lesbicas, gays, bissexuais e transgeneros como estrategia de legitimacao do ideario heterossexual hegemonizado. Estas reflexoes sao um desdobramento de uma pesquisa qualitativa, descritiva e interpretativa, que analisou memorias de escolarizacao de jovens militantes do Movimento LGBT em Belem/PA. Concluimos que a escola, assim como outras instituicoes sociais, tem se constituido enquanto instrumento de veiculacao do odio heterossexista, pois a educacao escolarizada se constitui como tempo/espaco de pretensa producao de homogeneidades forcosas, onde a sequencia sexo biologico - identidade de genero - orientacao sexual precisa convergir inquestionavelmente, a fim de se produzir individuos que possam vivificar o modelo de cidadania pequeno burgues.
{"title":"ESCOLA, HETERONORMATIVIDADE E EXCLUSÃO: ALGUMAS REFLEXÕES","authors":"G. O. R. Rocha, Welma Cristina Barbosa Mafra","doi":"10.29327/210932.8.1-19","DOIUrl":"https://doi.org/10.29327/210932.8.1-19","url":null,"abstract":"O presente artigo tem como objetivo refletir, a partir de um arcabouco teorico critico, sobre a problematica relacao entre escola, heteronormatividade e exclusao. Denunciamos a producao, deliberada, do fracasso de lesbicas, gays, bissexuais e transgeneros como estrategia de legitimacao do ideario heterossexual hegemonizado. Estas reflexoes sao um desdobramento de uma pesquisa qualitativa, descritiva e interpretativa, que analisou memorias de escolarizacao de jovens militantes do Movimento LGBT em Belem/PA. Concluimos que a escola, assim como outras instituicoes sociais, tem se constituido enquanto instrumento de veiculacao do odio heterossexista, pois a educacao escolarizada se constitui como tempo/espaco de pretensa producao de homogeneidades forcosas, onde a sequencia sexo biologico - identidade de genero - orientacao sexual precisa convergir inquestionavelmente, a fim de se produzir individuos que possam vivificar o modelo de cidadania pequeno burgues.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128164507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Neste trabalho, propomos uma reflexao sobre a politica linguistica que estabelece a exigencia do exame Celpe-Bras em processos de naturalizacao e sobre as consequencias que ela poderia ter no acesso ao exercicio de cidadania por migrantes no pais. Para tanto, analisamos tal exigencia com base nos pressupostos teorico-metodologicos do Celpe-Bras (RODRIGUES, 2006; COSTA & CARVALHO, 2013), para refletir sobre quais ideologias linguisticas (WOOLARD, 1998; MCCARTY, 2011) constituem essa nova politica linguistica para migracao e refugio no Brasil. Concluimos que essa exigencia se configura como uma politica linguistica verticalizada (BIZON & CAMARGO, 2018), racializada e assimilacionista (BLACKLEDGE, 2006; EREL et al., 2016) que reforca os processos de despossessao e de nao reconhecimento (BUTLER & ATHANASIOU, 2013) a que essas populacoes estao submetidas, operando como instrumento de gatekeeping (EREL et al., 2016; TRIANDAFYLLIDOU, 2014; PENNYCOOK, 1994) ou dificultando seu acesso ao exercicio de cidadania.
{"title":"O EXAME CELPE-BRAS COMO POLÍTICA GATEKEEPING PARA A NATURALIZAÇÃO NO BRASIL","authors":"R. Anunciação, H. Camargo","doi":"10.29327/212070.7.2-2","DOIUrl":"https://doi.org/10.29327/212070.7.2-2","url":null,"abstract":"Neste trabalho, propomos uma reflexao sobre a politica linguistica que estabelece a exigencia do exame Celpe-Bras em processos de naturalizacao e sobre as consequencias que ela poderia ter no acesso ao exercicio de cidadania por migrantes no pais. Para tanto, analisamos tal exigencia com base nos pressupostos teorico-metodologicos do Celpe-Bras (RODRIGUES, 2006; COSTA & CARVALHO, 2013), para refletir sobre quais ideologias linguisticas (WOOLARD, 1998; MCCARTY, 2011) constituem essa nova politica linguistica para migracao e refugio no Brasil. Concluimos que essa exigencia se configura como uma politica linguistica verticalizada (BIZON & CAMARGO, 2018), racializada e assimilacionista (BLACKLEDGE, 2006; EREL et al., 2016) que reforca os processos de despossessao e de nao reconhecimento (BUTLER & ATHANASIOU, 2013) a que essas populacoes estao submetidas, operando como instrumento de gatekeeping (EREL et al., 2016; TRIANDAFYLLIDOU, 2014; PENNYCOOK, 1994) ou dificultando seu acesso ao exercicio de cidadania.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123451013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lorena Torres Timo, Dayana da Silva Gomes, Priscylla Fernandes dos Santos
Este artigo tem como objetivo apresentar estrategias de desenvolvimento linguistico de leitura e de escrita em consonância com os principios do Metodo Ecletico (LARSEN-FREEMAN, 2000) e da Abordagem Complexa (LARSEN-FREEMAN, 2016) ao considerar a homo e a heterogeneidade dos perfis de falantes de linguas românicas. Para tanto, propusemos a estudantes de uma instituicao de ensino especializada em Portugues como Lingua Adicional (PLA) atividades que considerassem a inteligibilidade existente entre linguas neolatinas. Os produtos pedagogicos gerados durante a pesquisa foram pautados nas competencias receptivas que estas linguas podem incutir nos aprendizes. Conscientes da vantagem competitiva que possuem quanto a habilidade de compreensao e, consequentemente, quanto a habilidade de producao quando se considera as habilidades passivas e ativas de estudantes que dominam lingua(s) de outras familias linguisticas, aqueles que sao proficientes em alguma lingua latina percebem-se mais propensos e confiantes no aprendizado de outras linguas adicionais românicas.
{"title":"PORTUGUÊS E OUTRAS LÍNGUAS ROMÂNICAS: DESENVOLVIMENTO LINGUÍSTICO INTERSECCIONAL","authors":"Lorena Torres Timo, Dayana da Silva Gomes, Priscylla Fernandes dos Santos","doi":"10.29327/212070.7.2-16","DOIUrl":"https://doi.org/10.29327/212070.7.2-16","url":null,"abstract":"Este artigo tem como objetivo apresentar estrategias de desenvolvimento linguistico de leitura e de escrita em consonância com os principios do Metodo Ecletico (LARSEN-FREEMAN, 2000) e da Abordagem Complexa (LARSEN-FREEMAN, 2016) ao considerar a homo e a heterogeneidade dos perfis de falantes de linguas românicas. Para tanto, propusemos a estudantes de uma instituicao de ensino especializada em Portugues como Lingua Adicional (PLA) atividades que considerassem a inteligibilidade existente entre linguas neolatinas. Os produtos pedagogicos gerados durante a pesquisa foram pautados nas competencias receptivas que estas linguas podem incutir nos aprendizes. Conscientes da vantagem competitiva que possuem quanto a habilidade de compreensao e, consequentemente, quanto a habilidade de producao quando se considera as habilidades passivas e ativas de estudantes que dominam lingua(s) de outras familias linguisticas, aqueles que sao proficientes em alguma lingua latina percebem-se mais propensos e confiantes no aprendizado de outras linguas adicionais românicas.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115956402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is an article for the purpose of composing a publication in the University of Acre Journal UFAC, Muiraquitã. Its purpose is to understand the need for the creation of Higher Courses of Indigenous Languages. In order to fulfill this purpose, authors such as Bobbio (1992), Alvim (1995), UFRR (2001), Santos (2004), Canclini (2004), Baniwa (2008), Fernandes , Carvalho and Repetto (2009), Bernardi (2011), Baptaglin (2017), which made possible a better understanding and contextualization of the present theme. Within the quantitative model the research indicates a real and current demand within the UFRR: the need for a higher education course in Indigenous Language. While new challenges are emerging within the framework of academic achievement and living, new administrative and training policy dynamics are needed to meet and guarantee the rights of different groups, including the indigenous people of Roraima and the country, as well as those of all those who have an interest in learning (in a certified manner) a course of these diverse / historically constituted cultures. From the collected data, it was possible to realize that a Course of Higher Education in Indigenous Language by Insikiran, would serve to overcome obstacles to obtain an academic certification of interested in learning one of the indigenous languages of Roraima, such as problems with displacement, housing and education costs.
{"title":"DEMANDA POR UM CURSO DE LICENCIATURA EM LÍNGUA INDÍGENA NA UFRR","authors":"P. Ferreira","doi":"10.29327/212034.7.1-3","DOIUrl":"https://doi.org/10.29327/212034.7.1-3","url":null,"abstract":"It is an article for the purpose of composing a publication in the University of Acre Journal UFAC, Muiraquitã. Its purpose is to understand the need for the creation of Higher Courses of Indigenous Languages. In order to fulfill this purpose, authors such as Bobbio (1992), Alvim (1995), UFRR (2001), Santos (2004), Canclini (2004), Baniwa (2008), Fernandes , Carvalho and Repetto (2009), Bernardi (2011), Baptaglin (2017), which made possible a better understanding and contextualization of the present theme. Within the quantitative model the research indicates a real and current demand within the UFRR: the need for a higher education course in Indigenous Language. While new challenges are emerging within the framework of academic achievement and living, new administrative and training policy dynamics are needed to meet and guarantee the rights of different groups, including the indigenous people of Roraima and the country, as well as those of all those who have an interest in learning (in a certified manner) a course of these diverse / historically constituted cultures. From the collected data, it was possible to realize that a Course of Higher Education in Indigenous Language by Insikiran, would serve to overcome obstacles to obtain an academic certification of interested in learning one of the indigenous languages of Roraima, such as problems with displacement, housing and education costs.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128225564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In July 2017, as delegates of the Universidade Federal do Acre we were invited to talk at the I Seminario Internacional de Educación Rural in Peru, in the cities of Lircay and Lima. In this article, we focus specifically on the debate that took place in Lima, in order to identify epiphanic passages that expose crucial conceptions of “rural” and “bilingual” education and unearth the ways in which these concepts are used as disguising paraphrases meant to depoliticise and efface Indigeneity together with its profound political significance. In order to accomplish this task, we draw upon an unsystematic approach to some principles of corpus linguistics, and combine our first-hand impressions with a review of Peruvian and non-Peruvian literature on the political implications of Indigeneity. We then conclude by identifying a substantially undeclared agenda that envisages the “pacific” and “painless” perpetuation of an ongoing cultural genocide.
{"title":"THE “DISPATCH OF EDUCATION” TO “RURAL COMMUNITIES” FOR “NATIONAL UNITY” - THE MAGICAL BUZZWORDS OF CULTURAL GENOCIDE","authors":"Marcello Messina, Teresa Di Somma","doi":"10.29327/212034.7.1-8","DOIUrl":"https://doi.org/10.29327/212034.7.1-8","url":null,"abstract":"In July 2017, as delegates of the Universidade Federal do Acre we were invited to talk at the I Seminario Internacional de Educación Rural in Peru, in the cities of Lircay and Lima. In this article, we focus specifically on the debate that took place in Lima, in order to identify epiphanic passages that expose crucial conceptions of “rural” and “bilingual” education and unearth the ways in which these concepts are used as disguising paraphrases meant to depoliticise and efface Indigeneity together with its profound political significance. In order to accomplish this task, we draw upon an unsystematic approach to some principles of corpus linguistics, and combine our first-hand impressions with a review of Peruvian and non-Peruvian literature on the political implications of Indigeneity. We then conclude by identifying a substantially undeclared agenda that envisages the “pacific” and “painless” perpetuation of an ongoing cultural genocide.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123250463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"OS 153 ETNÔNIMOS DAS BACIAS DO JURUÁ, PURUS E ENTORNO, ELABORADO POR RIVET E TASTEVIN (1921) - UMA FONTE ATUAL PARA A ETNOGÊNESE DA REGIÃO ACRIANA","authors":"Selmo Azevedo Apontes","doi":"10.29327/212034.7.1-5","DOIUrl":"https://doi.org/10.29327/212034.7.1-5","url":null,"abstract":"","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126367796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work presents the literary work Malinche (2006), by the Mexican writer Laura Esquivel, as narrative that remembers part of the cultural heritage of the Mexicas (also known as Aztecs), people that dominated almost all the Mesoamerican territory before the Castilian invasion in century XVI. The specific rescue of this culture originates from the starting locus of the narrative: the participation of the indigenous Malinalli, popularly known under the epithet la Malinche, as the interpreter of the conversations between the Mexican rulers and the Castilian conquistador Hernán Cortés during the process of the fall of Tenochtitlán (1519 – 1521), city of the Mexica Empire. The re-creation of the confrontation between cultures caused by the historical event brings to light several elements of the pre-Hispanic culture due to the contact of Malinalli with the Castilian culture, in which both cultures contrast, but also because of the difficulties she encountered to translate Nahuatl into Spanish and vice versa.
{"title":"A MEMÓRIA PRÉ-HISPÂNICA DE Malinche - O PATRIMÔNIO CULTURAL DO POVO MEXICA","authors":"S. Oliveira","doi":"10.29327/212034.7.1-2","DOIUrl":"https://doi.org/10.29327/212034.7.1-2","url":null,"abstract":"This work presents the literary work Malinche (2006), by the Mexican writer Laura Esquivel, as narrative that remembers part of the cultural heritage of the Mexicas (also known as Aztecs), people that dominated almost all the Mesoamerican territory before the Castilian invasion in century XVI. The specific rescue of this culture originates from the starting locus of the narrative: the participation of the indigenous Malinalli, popularly known under the epithet la Malinche, as the interpreter of the conversations between the Mexican rulers and the Castilian conquistador Hernán Cortés during the process of the fall of Tenochtitlán (1519 – 1521), city of the Mexica Empire. The re-creation of the confrontation between cultures caused by the historical event brings to light several elements of the pre-Hispanic culture due to the contact of Malinalli with the Castilian culture, in which both cultures contrast, but also because of the difficulties she encountered to translate Nahuatl into Spanish and vice versa.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129479262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims at describing and discussing the restrictions on the accessibility of relative clauses in Tupi and Macro-Jê languages, seeking evidence to confirm the revision of the Keenan and Comrie Accessibility Hierarchy (1977) proposed by Dik (1997). The pioneering work of Keenan and Comrie (1977) selects essentially syntactic criteria for defining the restrictions on the accessibility of relative clauses, criteria that are easily criticized in the light of functionalist theories, which admit neither the supremacy nor the independence of the syntax for the determination of linguistic processes. Thus, the critiques of AH by Keenan and Comrie (1977) concern both empirical reasons some languages have no way of constructing relative sentences and theoretical reasons syntactic functions are not universally relevant. The analysis material is composed of eight Brazilian indigenous languages, studied from grammars and other descriptive manuals.
本文旨在描述和讨论Tupi语言和Macro-Jê语言中关系分句可及性的限制，为Dik(1997)提出的Keenan and Comrie可及性层次(1977)的修正寻找证据。基南(Keenan)和科姆里(Comrie)(1977)的开创性工作基本上选择了语法标准来定义关系分句可及性的限制，这些标准很容易受到功能主义理论的批评，功能主义理论既不承认句法的至高无上性，也不承认句法在决定语言过程中的独立性。因此，Keenan和Comrie(1977)对AH的批评既涉及经验原因，也涉及一些语言无法构建相对句子的理论原因，以及句法功能不是普遍相关的理论原因。分析材料由八种巴西土著语言组成，从语法和其他描述性手册中学习。
{"title":"RESTRIÇÕES À ACESSIBILIDADE DAS CONSTRUÇÕES RELATIVAS EM LÍNGUAS DOS TRONCOS TUPI E MACRO-JÊ","authors":"Gabriela Oliveira-Condinhoto","doi":"10.29327/212034.7.1-7","DOIUrl":"https://doi.org/10.29327/212034.7.1-7","url":null,"abstract":"This paper aims at describing and discussing the restrictions on the accessibility of relative clauses in Tupi and Macro-Jê languages, seeking evidence to confirm the revision of the Keenan and Comrie Accessibility Hierarchy (1977) proposed by Dik (1997). The pioneering work of Keenan and Comrie (1977) selects essentially syntactic criteria for defining the restrictions on the accessibility of relative clauses, criteria that are easily criticized in the light of functionalist theories, which admit neither the supremacy nor the independence of the syntax for the determination of linguistic processes. Thus, the critiques of AH by Keenan and Comrie (1977) concern both empirical reasons some languages have no way of constructing relative sentences and theoretical reasons syntactic functions are not universally relevant. The analysis material is composed of eight Brazilian indigenous languages, studied from grammars and other descriptive manuals.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"63 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126771742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The language with which a company communicates is of vital importance. It is through language and its various possibilities of communication that a society develops regional, socioeconomic and cultural values that appear in a historical process of language. In this way, the language represents so crystallized the culture of a given society. The Quechua would have an antiquity of around 5000 years ago and originated in Peru. During the Inca Empire the Quechua became the General language for communication between people speaking different languages and consolidated itself as the language of administration and control, as well as for the transmission of knowledge. Any language is related to the history and memory of a people. The language is closely related to knowledge and worldviews and to your transmission to future generations, so it is important to the preservation of Quechua in order to preserve and transmit the knowledge of ancient Andean peoples.
{"title":"O RESGATE DE UMA LÍNGUA - A CONSTRUÇÃO DA ESCRITA QUÉCHUA","authors":"Emilania Sousa Cabral","doi":"10.29327/212034.7.1-4","DOIUrl":"https://doi.org/10.29327/212034.7.1-4","url":null,"abstract":"The language with which a company communicates is of vital importance. It is through language and its various possibilities of communication that a society develops regional, socioeconomic and cultural values that appear in a historical process of language. In this way, the language represents so crystallized the culture of a given society. The Quechua would have an antiquity of around 5000 years ago and originated in Peru. During the Inca Empire the Quechua became the General language for communication between people speaking different languages and consolidated itself as the language of administration and control, as well as for the transmission of knowledge. Any language is related to the history and memory of a people. The language is closely related to knowledge and worldviews and to your transmission to future generations, so it is important to the preservation of Quechua in order to preserve and transmit the knowledge of ancient Andean peoples.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"105 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131913846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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