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.