Gêneros textuais como recurso pedagógico para reflexão sobre diversidade linguística: uma proposta de sequência didática para alunos do 6º ano.

Abstract

The language can undergo several changes, in view of the community where the speaker is inserted. The latter, in turn, uses the language, according to their culture, training, interaction situation, etc. Thus, the Portuguese spoken in a certain region may be different from the Portuguese spoken in another region. This happens due to a phenomenon peculiar to the Portuguese language: the linguistic diversity. With a bias in this aspect of language, this study approaches textual genres as a pedagogical resource for reflection on linguistic diversity and prejudice. We base the theoretical discussions on studies carried out by Bagno (1999; 2003; 2004; 2007; 2009; 2013), Travaglia (2006); Cagliari (1992); Magda Soares (1997); Bortoni-Ricardo (2009); Bakhtin (1992 [1929]); Marcuschi (2010) and others. It aims to present subsidies to discuss and reflect on the issue of linguistic diversity and prejudice, through textual genres. Intending an intervention, we propose a didactic sequence to be applied to 6th grade students, based on textual genres: comics, chronicles, poems, strings and song lyrics. This is a descriptive and qualitative research, correlated to ethnographic hermeneutics, with an approach following the epistemological aspect. In addition, it has an interventionist character, as it intends to be a didactic and instructional work to be applied in the classroom. This research brought theoretical-methodological contributions to the practice of teaching the Portuguese language. The results pointed to several aspects, among them, that Brazil needs to strengthen a linguistic policy that is not inspired by myths and grammatical norms, but by methodologies that consider the real needs of speakers, taking the language as a historical-social phenomenon.