Resumen:
This work has as main objective to reflect about the linguistic variation and the
categories of the Portuguese language in the education context, to ensure the
relevance and the need for a space for discussion in the classroom. To achieve this end, we assume the following objectives: to discuss the linguistic variation through the line of Sociolinguistic; to discuss the orality and writing, considering the dichotomies and the continuum; to list the National Curriculum Parameters (PCN) contributions of the Portuguese Language, to study the variation in both categories. We start from the idea that the linguistic variation (it presents in orality and writing) is product of social aspects. However, there may be other factors also influence the linguistic variation, for example, the internal aspects of the own language. To consolidate the discussion, we seek foundation in Labov’s (1969) Sociolinguistic Variationist, which considers the linguistic variation as a phenomenon that affects both orality as writing. In the context of orality and writing, we based on the reflections of Marcuschi (2007). We seek help also in the PCN of the Portuguese language, supported by this theoretical line; they discuss the need for a reclined education to the variation. The main methodology to develop the research was of bibliographical nature, in other words, we worked with the existing literature. For the research instruments, we used annotations and summaries to record and summarize important considerations. In addition, as research source, we used published materials, especially books, and we consulted internet materials, like articles, but in smaller numbers. From the study, we could declare that the linguistic variation process is influenced not only by linguistic aspects, but also by extralinguistic factors and that happens both in orality and writing.
