O trabalho com a variação linguística em sala de aula: registros de uma experiência na Escola do Campo Bento Tenório de Sousa.

Abstract

Supported by a conception of the heterogeneity of language endorsed by Sociolinguistic studies, and in searching of an effective work with the linguistic variation in the classroom, this work aims to analyze the process of teaching and learning of that phenomenon in high school at the Rural School Bento Tenório de Sousa, located in Monteiro – Paraíba. In this regard, we seek to understand how the work with linguistic variation is developed in three classes of high school, investigating aspects addressed by the textbook, in addition to observing orality elements of the students in interaction with the teacher. This work has arisen from my experiences as a scholarship student, in that school, but also through experiences in classes of languages and codes area of knowledge in the Degree in Rural Education. The research had a quantitative-qualitative approach through which the data were tabulated, explored and quantified in order to proceed to the description of the results. Data collection was carried out through field research, in which it was observed Portuguese language classes at the three series of high school in order to investigate how linguistic variation has been addressed, but also to seek the teacher methodology at addressing that issue. It was also analyzed the textbooks of Portuguese language classes of the referred groups and a questionnaire was answered by students. For the development of this work and scientific support on the phenomenon of linguistic variation we rely on theorists as Chomsky (1980), Saussure (2006), Bagno (2002, 2004, 2007, 2011), Martellota (2011), Cagliari (2009), among others. After that entire theoretical path, through field research and data analysis, it was found that there is still a distortion on basic concepts such as language in general and a specific language, as well as gaps in the working with linguistic variation in the classroom and textbook. It was also evidenced the prestige of the standard variety of language adopted by textbooks and school, and the imposition of an ideal model of language, relegating to a secondary place the linguistic varieties which are still very stigmatized. Finally, it was noticed that the notion of “error” is persists and it is fixed wrongly prevailing linguistic discrimination in relation to the different uses of language.