Crenças e atitudes de alunos do ensino médio em relação à variação linguística.

Abstract

Based on the language conception as interaction, as a living system, functionally operative in society, heterogeneous and variable, this study aims to analyze the language conceptions of high school students, as well as to verify and discuss their beliefs and attitudes towards the linguistic variation arising from these conceptions. In this sense, this study was based on theoretical reflections about the treatment given to the language over the years (ANTUNES, 2003; BAKHTIN, 1986; CAMARA JR, 1999; GERALDI, 1997; TRAVAGLIA, 2002); on the role of sociolinguistics in the understanding of the variational aspect, as well as its implications for language teaching (ALKIMIM, 2005; BORTONI-RICARDO, 2004; CAMACHO, 2005; CESARIO E VOTRE, 2008; LABOV, 2008); besides the beliefs and attitudes regarding linguistic variation (BAGNO, 2007, 2006, 2004, 2002; BARCELOS, 2007, 2006; CALVET, 2002). In order to carry out this research, 17 high school students from a public school in the city of Cubati – PB participated. Since we needed data collection to provide utmost spontaneity and authenticity, we opted for a semistructured interview, held in December 2017, through a previously prepared script. The results showed a conflict in the students’ language conception, being stronger, in their view, of this one as expression of the thought, to the exclusion of its variable character. As consequence of this conception, the students revealed several beliefs. Speaking and writing in a dichotomous perspective proved to be the most central belief, and from this, the most peripheral ones emerged, in which the written language is conceived as homogeneous, organized, beautiful, whereas the spoken language is seen as heterogeneous, chaotic, ugly. This ideological construct developed in the students the negative attitudes of insecurity, overcorrection and prejudice. However, despite presenting a purist view regarding the language, they also recognized it as an instrument of interaction, which is adapted to the most varied sociointeractional contexts. Based on this, we have the central belief in the recognition of linguistic variation and the peripheral ones that perceive the language suitableness to the most diverse uses, and its relation with the Northeastern identity. These beliefs allowed the students to show positive attitudes of security and mainly a great respect and appreciation to the Northeastern way of speaking.