Inserção de estudantes de comunidades típicas em escolas urbanas: estudo de caso “Comunidade dos Gomes” em Juruaia, MG

Abstract

Problems related to Brazilian education processes are no longer topics aimed to education specialists only, but above all, to stand out among students from schools in typical communities, which are the main victim of public policy neglects affecting not only education institutions, but human minds. The presented research aimed to carry out a systematic analysis, starting from a sociolinguistic bias that allows a preliminary assessment of the linguistic prejudice suffered by Gomes Community speakers, analyze the levels of silencing applied to the surveyed ones and to point out the importance degree of schools in typical communities. The guideline problem in this work is precisely the analysis and study of

linguistic prejudice suffered by students from typical Brazilian communities when forced to study in urban schools and the effects of the compulsory displacement of these students to urbanized school environments. As a case of study, we adopted the Gomes Community in Juruaia, MG. The referred community is characterized as a populous group still attached to the linguistic heritage received from their ancestors. Since they do not have a local school, students of all ages and school levels travel daily to the urban area to study. Linguistic and Sociolinguistic sciences and, also, the Communication Pedagogy establish this dissertation’s theoretical base. Beginning from the application of semi-structured interviews to students enrolled in the final years of elementary school and high school and with the consent of the participants, the interviews were recorded, what made possible the composition of the research corpus in audio and their transcriptions too. Thus, we pointed out and debated pertinent issues related to the local culture and these students’ identity marks. We registered the numerous occurrences of linguistic prejudice directed at children and adolescents from Gomes Community and we defend the schools importance within typical communities such as the one analyzed here.