A variação linguística nos livros didáticos da EJA: o caso da Coleção Tempo de Aprender.

Abstract

The Brazil is a country with large territory and each region has different characteristics from each other. This is reflected in the history of each region, as well their culture, social organization and also in the use of language. Thinking about the linguistic diversity in Brazil, we decided to turn our attention to education, specifically for the Youth and Adults Education. Given that the textbook is one of the main resources used in the classroom, we seek thus to discover how the linguistic variation is crafted in textbooks geared to the student body of the EJA, specifically The Learning Time collection. Thus, this study has as objective to analyze the treatment of linguistic variation in textbooks of EJA. As specifics objectives we seek to verify the language and varying conceptions present in the teacher manuals and adopted by the authors of the collection, as well as check for consistency between the adopted concepts and proposals for activities to the study of language variation in textbooks that composing this collection. Theoretically, the research is based on Alkmim (2004) Bagno (2007, 2013th, 2013b), Faraco (2012), Martelotta (2008), Cesário e Votre (2008), Bakhtin (1995), Nascimento (2015), Brunel (2014) and Silva (2010). The work is inserted in Applied Linguistic studies with interface in Sociolinguistics variacionistas and is methodologically classified as a descriptive-analytic research, with collection of documentary data and qualitative. The results showed that the conceptions of language and variation that predominate in the collection is the language while interacting with only a few moments when the language is conceived as an expression of thought. With regard to the activities, it was observed that there is a predominance of reflective content activities on language variation, followed outnumbered by activities involving curiosities on the subject and even minimal incidence of activities proposed rewrite, which was proved as positive aspect of the collection. In general, the linguistic variation is approached in a positive and satisfactory manner in Learning Time collection. As a highlight, we see the difference of the collection to explore the linguistic variation issues under a reflective look, from which students will have greater intellectual subsidy to recognizer differents forms of the language, understand its origins and motivations and still know adapt them situacionalidades to use. It is to be noted also the importance of the teacher's work as mediator between the book proposes and what is received by the students, avoiding any biased view regarding the various uses of language, under any circumstance of use.