A variação linguística como objeto de ensino na educação básica.

Abstract

The teaching of Linguistic Variation (VL), as curricular content materializes in an important instrument for the understanding of how the language manifests itself, a set of varieties that show the essence of the nature of language. Camacho (2001) characterizes that the role of Sociolinguistics is precisely to focus it as an object of study, in its linguistic and non-linguistic determinations, but it is at school, above all, for the articulation of the teaching knowledge and the didatization of the content that the important actions emerge, to re-signify it as part of our social construction, not simply subjugating it by the standard norm bias, as before, but bringing it to the daily and real practice of its students. Thus, we demarcate that this research starts from the observation of the teaching of VL, having as a guiding question which knowledge permeates the (re) construction of this teaching object and how does this content take place in Portuguese language (LP) classes? his questioning led us to relate as a general objective: to investigate how the construction and didatization of knowledge about VL is carried out in the school context of teaching LP. To achieve this objective and answer that question, we list the specific objectives that seek to a) identify which activities and didactic resources were used for teaching VL; b) to analyze the knowledge mobilized by the teacher in the classroom knowledge and c) to characterize the didactic process from the point of view of the relationship between the object of teaching and social representation. The main theoretical axes that guided this work are related to the concepts of VL (LABOV, 2008, 2007, BAGNO, 2007, CAMACHO, 2001), culture and norm, (NEVES, 2006, FARACO, 2008, 2015), Linguistic Policies (SHOHAMY, 2006). Also part of our theoretical scope are aspects related to teaching and didactics (LIBÂNEO, 2006, PIMENTA 2006, TARDIF, 2017) within the reflection on teaching paradigms (GADOTTI, 2000, BEHRENS and FLACH, 2008). For the generation and collection of data, we observed the classes of a teacher of the Portuguese language teaching of basic education, who works in a state school in the interior of the State of Paraíba. To record the classes, we made audio recordings and reports in a research diary about the phenomenon investigated. The previous reading of this material due to the question of the research objectives allowed us to visualize two categories of analysis: the activities and didactic resources used in the classroom and the knowledge mobilized in the construction of the activities. Among the results, we found advances regarding the teaching methodology, content didatization and mobilization of knowledge, however, we consider it necessary that the activities stimulate students to problematize around the socio, historical and cultural issues of the language, making it significant without reducing this. teaching object to a simple classification, but the effects and representations surround it.