Abordagens históricas de ensino de língua portuguesa na educação básica: um olhar sobre variação lexical.

Abstract

This work came from the observation of the behavior of students and teachers who work in the school ambience, in relation to the privation of contextualization in the historical knowledge of the Portuguese, especially in deference to the lexical variation that occurred over time. Based on this reflection, we developed the problem: Does the study of the Portuguese in the classroom satisfactorily deal with the history of the language and the lexical over time, in addition, does the teacher have adequate mastery of this topic? As a broad objective, this work was designed to investigate linguistic prejudice and its lexical variations in school ambience. In that regard, the specific objectives that include: showing the linguistic discrimination indexes; describe LP’Sorigin from the Latin language (LL); perceive the evolution of lexical linguistic variations resulting from the contact of Latin with the languages spoken in the Iberian Peninsula(PI). This research has a bibliographic nature and a qualitative approach. In response to the problem, we can observe during the execution of the project that teachers currently have more control over linguistic prejudice. The theoretical foundation is based on the works of authors such as Assis (2011), Bagno (1999; 2004; 2007), Coutinho (2011), Ilari (2006), Basso (2010), Tyssier (2001) among others who were essential for the consolidation of this research. However, there are still some with oldfashioned thoughts or who have not yet adapted to what is governed bythe BNCC, which may be a failure generating prejudice. After verifying the information contained in this work, we can understand that the teachers and the school are entities responsible for understanding the variation to the students. For this, schools must adhere to the PCN and the BCNN, so that teachers are able to teach students correctly.