A variação e o preconceito linguístico na obra A Língua de Eulália, de Marcos Bagno: uma proposta de intervenção para o 6º ano do ensino fundamental.

Abstract

This paper aims to recognize and analyze the presence of linguistic prejudice and lexical variations in the sociolinguistic novel: A língua de Eulália, intending to build a pedagogical notebook. To achieve this, the following specific objectives will be described: To present an approach about sociolinguistics under Portuguese Language history’s perspective, considering linguistic prejudice and linguistic variations; Perform an analysis on the lexical variations in the sociolinguistic novel: A língua de Eulália; Elaborate a pedagogical notebook targeting 6th year teachers from middle school, preparing activities that reflect on prejudice and lexical variations. In order to strengthen the present research, aiding on theorical discussions, there have been used as references authors such as Bagno (1999; 2006; 2007), Bortoni-Ricardo (2005;2006), Maria Cecília Mollica (2009;2015), Coutinho (2011), and others. The research method was bibliographical and from a purposeful sampling nature, which was considered as such due to the inquiry of theorical works, academical papers and didactic books, under the qualitative approach. The entire theorical basis contains themes in which it is noticeable that individuals whose speech contains popular varieties are many times victims of discrimination over their way of speaking, characterizing what is called “linguistic prejudice”. Faced with those problems that not only refer to linguistical aspects but social aspects as well, it is perceptive the importance of unbuilding such prejudice and emphasizing that every native speaker dominates their language perfectly. As result of this research, a pedagogical notebook was elaborated and aimed at 6th grade students from middle school. This paper was structured in two modules: MODULE I – Starting point; MODULE II – Working over the linguist prejudice on Eulália’s speech, from Bagno’s book. Both modules were developed with activities that approach the importance of comprehending, respecting and accepting the different variations from language.