Os estados etnonacionalistas separatistas podem criar políticas educacionais multilíngues inclusivas? Evidências do platô iraniano
DOI:
https://doi.org/10.5007/1984-8412.2023.e90933Palavras-chave:
Educação multilíngue, Monoglossia, Movimentos separatistas, Língua materna, Identidade étnicaResumo
Apesar das visões dos movimentos separatistas etnonacionalistas de criar novos estados para proteger as suas línguas étnicas oprimidas em contextos de estados dominantes, entendo que alcançar uma educação multilingue inclusiva pode ser difícil, a menos que esses novos estados possam aderir fortemente a políticas educativas antidiscriminatórias. O texto ilustra como Estados-nação recém-surgidos podem oprimir as línguas minoritárias indígenas e falhar em abordar satisfatoriamente as questões linguísticas dos imigrantes devido às suas definições estreitas e inflexíveis de nacionalidade e de identidade nacional. O artigo também mostra que os Estados etnonacionalistas por vezes podem minar a própria língua étnica que afirmam promover. Isso acontece através da desvalorização das variações “não padronizadas” da língua étnica e da elevação do status o do inglês sobre as línguas locais, por ser a língua da ciência e da aprendizagem. Conclui-se que o investimento no estatismo-nação não conduz automaticamente à criação de um sistema educativo anti-discriminatório que esteja empenhado em proteger a diversidade linguística.
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