Historiografia linguística: reflexões sobre a linguagem na fundamentação teórica de monografias.

Abstract

Although it is a rather new subject, Linguistics already has a large gathering of studies in the academic environment, presenting a very peculiar path ineach research in which these studies are spread. It is exactly due to the concern to reflect on how that knowledge was produced that, in the academic context, the subfield called "Linguistic Historiography" emerged. This study interests us in order to lead the Letras student, in understanding how Linguistics participates in reflections about language and to raise awareness in the Portuguese language teacher about the importance of Linguistics in their didactization practices. Thus, in order to answer the question: How Linguistics concepts and/or theories are related to the theoretical backgroundin course conclusion worksof full degree in Letras at UFCG?, we aimed to observe the linguistic studies’ path reflected in the theoretical background in course conclusion works of full degree in Letras, from the Federal University of Campina Grande. To this end, we will characterize the subject guiding this research: Linguistic Historiography, describing some of the conceptual and paradigmatic views in Linguistics present in course conclusion works and analyzing the linguistic concepts (and reflections on language) underlying the theoretical background in three monographs selected for this research, which is characterized as qualitative and bibliographical. Our study is supported by authors such as Weedwood (2002), Swiggers (1987), Altmann (2012), Godoy (2009), Batista (2013), Coelho & Hackerott (2012), Schlieben-Lange (1993), among others. Through analysis, we found that the writing of the individual from the 1980s reveals their integration in a context that reflection on the production process of writing would be necessary, the 1990s individual participated in an environment that explored the study of writing in friendlier to the social; the 2000s was inserted in a context that watched the linguistic knowledge associated to the political and educational context