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This article presents in vitro and in vivo linguistic policies in the indigenous villages of the Karipuna do Amapá people, located in the border region between Brazil and French Guiana. As a theoretical framework, concepts and issues widely discussed by Haugen (1972), Rousseau (2005), Calvet (1996), Shohamy (2006), Spolsky (2004), Robillard (1997), among others, related to the field of linguistic policies, with emphasis on those selected for Brazilian indigenous. The presented results provide analysis of quantitative and qualitative of data collected through a sociolinguistic questionnaire applied to 36 bilingual indigenous (Portuguese and Kheuól speakers) of the Karipuna do Amapá ethnic group. From these data it was possible to verify which policies are claimed by the public authorities and which are being implemented by the community in favor of maintaining the kheuól in the Karipuna communities. [ABSTRACT FROM AUTHOR]

Currently, the debate about the teaching of foreign languages in Brazil runs two different paths: one methodological, guided by the applied linguistics; and one political, guided by what Haugen (1999) refers to as "applied sociolinguistics" or, more appropriately, Language Education Policy, as per Petitjean (2006). This paper proposes a brief discussion on political linguistic matters, such as the Brazilian Educational Legislation (LDB, 9394/96, law #11.161), recommendations (PCN), linguistic representations, and multilingualism (BEACCO; BYRAN, 2003). These matters underlie many of the problems in the country's foreign language teaching, even though they are purely conceived in a methodological framework, as exposed by Celani (1997), Campani (2006) and Leffa (1999). The arguments presented lead to a complementary analysis of the foreign language teaching problems and to a language perception, grounded on the foreign languages' social role. [ABSTRACT FROM AUTHOR]