Developing facultative reading programmes in third world countries

Abstract

Abstract The author discusses how linguistic and ethnological investigation have been key factors in the establishment of an indigenous bilingual education programme with the Karajá Amerindians who live on Bananal Island, in the State of Goiás, Brazil. Karajá teacher trainees, in accordance with cultural norms, were selected by chiefs. Their training was carried out in four of the main villages and accompanied the setting up of bilingual schools. The local community participated in decision‐making strategies regarding school matters. The programme has been basically successful because it is culturally relevant in the following ways: a) monolingual Karajá are studying and successfully learning to read and write in Karajá and Portuguese, with bilingual teachers from their own culture; b) Karajá writers have been trained and have produced culturally and linguistically appropriate reading materials in men's and women's speech; c) the first Brazilian Indigenous Social Studies book was produced and illustrated by Karajá teachers, showing their world view and ethnic pride in their language and culture. The author gives some interesting examples of how material in this book and in Karajá literature is culturally relevant. For instance, five of the Karajá month names reveal their preoccupation with turtle habits; the division of labour between the sexes is specifically delineated, and fish families are classified according to Karajá older and younger brother and sister kinship terms.