Concepção de língua e de variação linguística de professores de língua portuguesa: implicações para o ensino.

Abstract

It is known that the language design assumed in teaching directly influences the pedagogical practices performed by teachers regarding the choice of content, teaching materials, tests models, among other procedures in educational context. Before that, this research had general objective: to analyze the design of language and linguistic variation of Portuguese language teachers and the influence of each conception in the treatment of linguistic variation; and as specific objectives: to identify and understand these concepts and check their influence for the treatment of linguistic variation. Theoretically we based on the studies of Travaglia (2009), Antunes (2007), Antunes (2009) Bagno (2007), Rabbit ... [et al.] (2015), Faraco (2015), among others. In this case, to achieve the abovementioned objectives, it was realized a semi-structured interview with five teachers from public schools in the cities of Campina Grande and Santo André - PB. The data collected underwent an analysis of the descriptive-analytical type. Soon, the results showed that the teachers had presented an apparent consistency in that they said conceive how language and variation, as well as the given treatment of variation in educational context. In this sense, it was observed that of the five teachers, just two teachers have sufficient knowledges that link to a possible adequate treatment of language and linguistic variation in the classroom. Meanwhile, three other teachers were arrested the generalizations and explanations that left disclose a possible irrelevant treatment and inappropriate of variation. Therefore, it became clear that there is the recognition by the teachers, the heterogeneous character of the language, but there is still a predominance of a teaching focused exclusively to normative grammar and inappropriate treatment of linguistic variation.