Resumo

MARTINS, Aracy Alves; GOMES, Silvestre Filipe  e  CA, Virgínia José Baptista. LITERACY (IES) IN ANGOLA AND GUINEA-BISSAU MULTILINGUAL CONTEXTS. Educ. Rev. [online]. 2016, vol.32, n.4, pp.391-412. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698164867.

The Network Research about racial relationships, sociocultural diversity and interculturality in Portuguese-speaking countries aims at analyzing, through the perspective of Critical Discourse Analysis, according Van Dijk, the literary works, according Paulino and Cosson, the school manuals according Dionisio, Costa Val and Marcuschi, and the official documents related to cultural and linguistic policies, according Calvet. Therefore, it emphasizes South/South dialogues, according Santos and others authors, and horizontal cooperation among Portuguese-speaking countries, based on the guidance of Brazilian laws 10.639/2003 and 11.645/2008, that establish the study of African and Indigenous peoples' history and culture at Brazilian schools. This text presents two Master course researches that focus on tensions between official language and mother tongues in literacy (ies) processes in Angola and Guinea-Bissau, developed by researchers from both countries at Faculty of Education of Federal University of Minas Gerais/Brazil, that indicate the possibilities of the bilingual education.

Palavras-chave : Literacy (ies); Linguistic policies; Official language; Mother tongues..

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