The language contact is a phenomenon that stablishes several consequences in the
languages involved, among which we highlight the codeswitching and borrowings. In
this paper, we describe and analyze the phonological and morphological processes
existing in existing lexias and expressions that represent the derivatives loanwords
from Portuguese to Krahô language, belonging to the language family Jê and Macro-
Jê language Trunk (RODRIGUES, 2002). This study is vinculated to OBEDUC /
CAPES / UFT and is part of Programa de Pós-Graduação em Letras da UFT. Aiming
to reflect on the didactic and pedagogical conceptions involving the teaching and
learning of the mother tongue at Indigenous School April 19, we investigated the types
of loans and analyze their descriptions as regards the process Indigenous Bilingual
Education, Intercultural, Differentiated and Specific based on the contributions of
Albuquerque (1999, 2007) Romaine (1995, 2000), Weinreich (1953, 2006), Grosjean
(1982), Wei (2000), Braggio (1998, 2005), Carvalho (1989). This study is divided into
four chapters. In chapter 1 are presented the socio-historical and linguistic aspects of
Krahô people. In the capter two we discuss about the language contact, Intercultural
Educacion and about the methodological conceptions that support this study.
Ethnographic research is based on theoretical conceptions of Angrosino (2009), Beaud
e Weber (2007) and Erickson (1984). In Chapter 3 we analyze aspects related to
linguistic diversity and bilingualism. In Chapter 4 presents a typology, the description
and analysis of borrowings from L2 into L1. The ratings of neological lexical items used
by Albuquerque (2009), Carvalho (1989), Haugen cited Weinreich (1953) and
Mesquita (2009) will be used extensively in this work. These authors study languages
in contact and asymmetric situation and analyse the incorporation of the new words
from source language to receptor language. Based on the theorical conceptions of
these authors, into language Krahô we find borrowings i) lexical, ii) non-lexical, iii)
semantic and iv) for "loan blends". We was found that, at school and society, there is
a very strong fetch in favor of maintaining linguistic L1, hence, this paper is a
contribution to strengthen of the language and culture Krahô as well as Krahô School
Education in bilingual and intercultural perspective.
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