Problema da definição de ‘alfabetização indígena’: lições dos Andes.
DOI:
https://doi.org/10.17533/udea.ikala.v21n03a04Palavras-chave:
letramento, indígenas, colonização, desenvolvimento, quechua, sociolingüística, planejação linguística, América LatinaResumo
Desde que a ONU incluiu a alfabetização entre seus Objetivos de Desenvolvimento do Milênio, a importância da alfabetização garantiu sua posição na consciência coletiva como marcador central do desenvolvimento, além disso, tornou-se comum falar da “alfabetização indígena”. Neste artigo, tratam-se alguns dos problemas que se apresentam no momento de definir a “alfabetização indígena” com referência explícita à região andina de fala quéchua. A secção número 1 começa a questionar os termos “alfabetização” e “indígena” com o fim de compreender melhor a pergunta proposta. A secção número 2 considera as práticas literárias na época colonial: ver-se-á que tanto a tecnologia introduzida (a escrita alfabética europeia) e a forma em que se apresentou (o livro) circunscreveram as práticas literárias pré-colombianas. A secção número 3 trata da forma em que a tecnologia introduzida pelos colonizadores segue afetando as práticas literárias, questão que será evidenciada por meio do debate ao redor da padronização do alfabeto quéchua. Finalmente, a secção número 4 considera uma orientação “alfabetização social” e ilustra como esse enfoque pode nos ajudar para ir além de um conceito arraigado e tradicional de “alfabetização” e considerar a alfabetização não apenas como uma prática que depende de atores sociais, mas também envolver a esses atores na definição mesma do que eles consideram “prática literária”.
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