The Andrzej Dembicz prize 


The Professor Andrzej Dembicz Foundation and the European Council for Social Research on Latin America (CEISAL) created the Professor Andrzej Dembicz Prize in 2016 for the best doctoral thesis on Latin America and the Caribbean.

Email: premiodoctoraldembiczceisal@gmail.com

 Andrzej Dembicz Prize 

Learn more about the winner

Carolina Miranda de Oliveira

Carolina Miranda de Oliveira: Pedagogue from the Instituto de Educação de Angra dos Reis - Universidade Federal Fluminense.  Studied for a Master's degree at the University of Cadiz - Spain, entitled: Master's Degree in Educational Research for the Professional Development of Teachers. Member of the Research Group: Educational Spaces and Cultural Diversity (CNPq). Research Group (HUM 936) Analysis of Exclusion and Socio-educational Opportunities - University of Cadiz.  Member and collaborating teacher of the ‘Escolas do Territorio’ Programme (IEAR/UFF) and also a member of the Îande - Research Group on Brazilian Languages and Cultures - University of Warsaw (Poland).  PhD in Education and Teacher Training, PhD programme in Social and Legal Sciences at the University of Cadiz-ES. Lecturer in the Department of Didactics and School Organisation at the University of Zagoraza, Faculty of Social and Human Sciences, Teruel.  Developed research mainly on the following topic: Intercultural Education and Indigenous School Education.

Picture of Carolina Miranda de Oliveira

Abstract

This study analyzes the possibilities, limitations, and influences of an Indigenous Teaching course on the potential strengthening of the Mbyá Guaraní indigenous language and culture. The course was based on a collaboration between the Instituto de Educação de Angra dos Reis – Universidade Federal Fluminense and the Secretary of Education of Rio de Janeiro. Given the historical schooling process in which indigenous languages and cultures have been subject to homogenization projects, it is necessary to examine the current discourse of the educational model, which is described as specific, differentiated, intercultural, and bilingual. Despite laws ensuring that indigenous schools have full freedom to use their vernacular languages, the Portuguese language continues to pose a threat to this freedom. This threat increases with the growing use of bilingualism in the classrooms, which, instead of strengthening and modernizing minority languages, ultimately results in their disappearance. Therefore, indigenous teachers must be supported, given that they are pedagogically essential. They must be prepared to take on the forces of power existing in the socio-cultural asymmetric classroom relations. This work examines the contributions provided by an Indigenous Teaching course in terms of the language and culture of Mbyá students, identifying the linguistic strategies applied in the course, the spaces available in the Guaraní language, and whether or not these strategies are actually effective in strengthening and modernizing this language.