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Doctoral Thesis
DOI
10.11606/T.8.2007.tde-06112007-104330
Document
Author
Full name
Elisa Maria Costa Pereira de S. Thiago
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2007
Supervisor
Committee
Souza, Lynn Mario Trindade Menezes de (President)
Festino, Cielo Griselda
Heberle, Viviane Maria
Maher, Terezinha de Jesus Machado
Mór, Walkyria Maria Monte
Title in Portuguese
O texto multimodal de autoria indígena: narrativa linear e interculturalidade
Keywords in Portuguese
Interculturalidade
Lugar
Multimodalidade
Narrativa
Abstract in Portuguese
Dentro de uma abordagem pós-colonial acoplada a um embasamento teórico propiciado pela perspectiva da experiência e guiada por uma metodologia pautada pela Análise do Discurso, investiga-se criticamente o texto multimodal de autoria indígena. Para isso, adotase o conceito de interculturalidade e reconhece-se transculturação na forma de tradução cultural e hibridismo que ocorre no "espaço intersticial" da escola para índios no qual o texto multimodal de autoria indígena está inserido, com o intuito de desbancar a "diferença colonial". Parte-se do pressuposto de que narrativa é local privilegiado do conhecimento de um grupo social. A narrativa indígena vertida em escrita alfabética é estudada com o intuito de chegar-se a uma apreciação da temporalidade - tempo e espaço - que anima os construtos culturais desse grupo social. Surge, a partir da leitura crítica de narrativas indígenas, a evidência da centralidade que a experiência do corpo inserido em lugar (place) ocupa na episteme indígena. Lugar desbanca a soberania linear de tempo e espaço e implica processos complexos, não-lineares. Em posse de um entendimento dessa lugaridade, o passo seguinte é realizar uma análise crítica do texto multimodal - composto de texto alfabético e texto visual - tendo em vista a dinâmica intercultural encenada no encontro da oralidade com a escrita sobre a superfície do papel. Conclui-se que a cisão tempo-espaço e a cisão oral-escrita, firmemente imbricadas no senso comum que orienta as ações voltadas para o letramento indígena, tendem a uma eliminação da diferença e conseqüente homogeneização do discurso cultural, na contramão, portanto, do objetivo de preservação da cultura indígena tão propalado pelos atores envolvidos com a educação escolar indígena no Brasil.
Title in English
The indigenous multimodal text: narrative linear and interculturality
Keywords in English
Interculturality
Multimodality
Narrative
Place
Abstract in English
Within a post-colonial approach associated to a theoretical support found in a phenomenological perspective and guided by a methodology based on Discourse Analysis, the indigenous multimodal text, a by-product of the intercultural dynamic found in the "contact zone" of the indigenous school, is here critically investigated in view of the concepts of cultural translation, hibridity and colonial difference. The assumption is that narrative is a privileged local of the knowledge of a social group. The indigenous narrative, translated into alphabetic writing, is studied with the aim of appreciating the temporality - time and space - that animates that social group's cultural constructs. From a critical reading of indigenous narratives rises the evidence of the centrality that the experience of the body inserted in place holds for the indigenous episteme. Place dislocates the linear overpowering of time over space and implicates complex, non-linear processes. Once an understanding of place as the organizing centre of indigenous narratives is achieved, the next stage is to carry out a critical interpretation of the multimodal text - compounded by alphabetic text side by side with visual text - from the perspective of the intercultural dynamic as it is played out in the convergence of orality and writing on the surface of the paper. The conclusion is that the time-space chasm and the oral-writing chasm, solidly imbricated in the discourse of common sense that underlies the actions taken in regard of indigenous literacy tend to efface difference and promote cultural homogeneization, counter, therefore, to the goal of preservation of indigenous cultures promoted by the actors involved with indigenous schooling in Brazil.
 
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Publishing Date
2007-11-09
 
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