Concepção de língua e de variação linguística de professores do ensino médio: implicações para o ensino.

Abstract

Language plays an important role in society and in any environment of formation, having a direct connection with teaching, which will directly affect the exercise of teachers in their classrooms, since the choice of content to their forms of evaluation. We had two major questions, the first: What is the conception of linguistic variation of high school teachers and what are the implications of these conceptions for the treatment of linguistic variation in the classroom?Thus, this research had a general objective: Analyze the conception of language and linguistic variation with high school teachers at public schools and its implications for teaching. And, specifically: 1) To identify the language conception and linguistic variation of high school teachers, and 2) To verify the implications of these conceptions and how to deal with linguistic variation in the classroom. Our theoretical background is based on some authors such as: Travaglia (2009), Antunes (2007; 2003), Bagno (2007), MARCUSCHI (2001), SOARES (1998), COELHO (2015), And some other authors. To reach the mentioned objectives, we conducted a semi-structured interview and we observed some classes from four female teachers at a public school from two cities in the state of Paraíba, Pocinhos, and Montadas. The data were submitted to a descriptive-analytical analysis. Thus, the data showed us a certain coherence from the teachers regarding the way they conceive the language itself and linguistic variation, whereas the way they deal on the aspect of linguistic variation aspect in the context of teaching, we could perceive some problems. We observe that the teaching of linguistic variation occurs in a punctual way, restricted to the first stage of high school and not in a systematic way, reaching all the series. We have identified that the way they deal with the linguistic variation is still associated with orality and without a theoretical understanding of the issue. On this perspective, it was evidenced that the teachers are aware of the heterogeneity of the language, but the teaching of normative grammar still remains the most prestigious, thus disfavoring the treatment of linguistic variation in the context of the classroom.