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The Brazilian Sign Language (Libras) is the sign language used by deaf people in Brazilian urban centers [29] and legally recognized as a means of communication and expression. [ 30 ] [ 31 ] It is derived both from an autochthonous sign language, which is native to the region or territory in which it lives, and from French sign language ...
The main criticisms of Law No. 11.645/2008 focus on its effective implementation within the various levels of the education system in Brazil's states in terms of curriculum planning and materials development, [2] [3] [4] together with the degree of authenticity of the incorporation of the perspectives of the Afro-Brazilian and indigenous peoples themselves.
The Afro-Brazilian and Indigenous History and Culture Law (Law No. 11.645/2008) mandates the teaching of Afro-Brazilian and Indigenous History and Culture in Brazil. The law was enacted on 10 March 2008, amending Law No. 9.394 of 20 December 1996, as modified by Law No. 10.639 of 9 January 2003.
Amerindian people and Africans also played an important role in the formation of Brazilian language, cuisine, music, dance and religion. [ 5 ] [ 6 ] This diverse cultural background has helped show off many celebrations and festivals that have become known around the world, such as the Brazilian Carnival and the Bumba Meu Boi .
Brazilian Portuguese (Portuguese: português brasileiro; [poʁtuˈɡejz bɾaziˈlejɾu]) is the set of varieties of the Portuguese language native to Brazil. [4] [5] It is spoken by almost all of the 203 million inhabitants of Brazil and spoken widely across the Brazilian diaspora, today consisting of about two million Brazilians who have emigrated to other countries.
A Brazilian can also be a person born abroad to a Brazilian parent or legal guardian as well as a person who acquired Brazilian citizenship. Brazil is a multiethnic society, which means that it is home to people of many ethnic origins, and there is no correlation between one's stock and their Brazilian identity.
Suitable resources for teaching and learning minority languages can be difficult to find and access, which has led to calls for the increased development of materials for minority language teaching. The internet offers opportunities to access a wider range of texts, audios and videos. [ 50 ]
The purpose of this project is to firstly document Guaraní culture through the words and actions of the Guaraní themselves, as well as aid in indigenous agency and independence through teaching them methodologies for documenting their culture, so they can ultimately tell their own cultural histories.