Percurso histórico da variação linguística em livros didáticos de português: do século xx ao XXI.

Abstract

Taking into consideration that nothing in the Portuguese Textbook composition at any time is disconnected from a conception, from a way of observing the linguistic facts, we start, in this article, from the conceptions of language as being an expression of thought, an instrument of communication and interaction. Thus, we observe the treatment of linguistic variety in these books throughout the 20th and 21st centuries. For this, we selected four collections of textbooks: the National Anthology (BARRETO; LAET, 1921), the Directed Study of Portuguese (FERREIRA, 1970), the Portuguese: Languages (CEREJA; MAGALHÃES,1998), and the Languages in the 21st Century ( TAKAZAKI, 2004), covering the period stipulated above. Subsequently, these books were subjected to descriptive and interpretative analysis, in order to observe the activities involving the issue of variation. Theoretically, we develop readings within the scope of linguistic varieties in the teaching interface and also of language conceptions, with names such as Oliveira (2010), Antunes (2003), Bagno (2007), Preti (2004), Bezerra (2002), Travaglia (2002), Soares (1996), among others. The results revealed that the issue of linguistic variety is present in all periods analyzed, but with different emphases: sometimes seen as something to be suppressed, sometimes from a perspective of advances and setbacks, sometimes from a perspective of systematic work and with the recognition of variety as something inherent in the language. From these results, we could conclude that the treatment of varieties in textbooks was linked to the historical facts that motivated their entry into these books. These facts, thus, resulted from the numerous and fruitful discussions within the scope of linguistic theories, mainly from the contributions of Sociolinguistics.