Linguistic accessibility to indigenous students in public school system in Distrito Federal (Brazil): equality, equity and intercultural competences

Abstract

This paper addresses the need to promote linguistic accessibility for indigenous students in public schools in the Distrito Federal (Brasilia, Brazil). The DF registers about 500 indigenous students. Portuguese is not the mother language of most of these students, which impacts their specific and global learning, since this is the language used by teachers, school management and by almost all students. The teaching material is also almost entirely in Portuguese. In addition, there are classes and materials in English and Spanish, two other languages ??that are mandatory in the schools of the DF. The intended linguistic accessibility will take place within the scope of the production of didactic-pedagogical materials and methodologies for teaching and learning languages ??to be used by indigenous students in public schools in Distrito Federal. The starting point is the Gisno Educational Center School, which will host researchers involved in the Project during the development of the research and will be the locus of pilot studies, that can be extended to other public schools of the State Department of Education of the Distrito Federal, with a view to promoting public policies for indigenous students. The purpose of this article is to present the context of the research and its justification, its objectives, the theoretical framework, the initial methodological path, the initial results, and the relevance and impact of the research for scientific, technological or innovation development.