LIMA, I. A.; http://lattes.cnpq.br/6202036981166730; LIMA, Iranice Aníbal de.
Résumé:
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.