Phonetics and Phonology in indigenous teachers training

Abstract

This paper discusses the consequences of teaching practices of Phonetics and Phonology in training courses for indigenous teachers. It is argued that the result of training in Phonetics, in a class of indigenous teachers in training, is usually different from the result obtained in a group of native speakers of Portuguese, graduating in Letters. This assessment does not relate to academic achievement, but to representations or beliefs that are established (or reinforced) in indigenous teachers. We point out as the cause of the difference of these results, the history and situation of writing and spellings of languages indigenous minority, compared with the official language. We discuss also deficiencies in the training of researchers in Phonology by Brazilian universities, resulting in limitations of consultancies in the courses in which this matter is "passed on" to the natives. Finally, we suggest lines for work the Phonetics and Phonology in the training of indigenous teachers.