As aulas de língua portuguesa e as variações linguísticas no processo de ensino em uma escola pública de Cocalinho - MT

Abstract

Portuguese language classes are still remembered for focusing on the traditional method based on Normative Grammar, on mistakes and successes in the use of the language, a method that often contributes to low self-esteem, failure and even school dropout, as it discourages students from learning more about their own language and compromises their development in the school environment. This paper presents a linguistic education based on the precepts of Variational and Educational Sociolinguistics, which work with the language under its heterogeneous character, variable according to the social factors in which it is inserted, since language and society are intertwined. Thus, the general objective of this dissertation was to investigate how Portuguese language teachers from a state public school in the city of Cocalinho - MT have acted in the face of the linguistic varieties presented by students in the classroom. As a methodology, a qualitative approach was used, in which data were collected through a focus group, whose participants were the Portuguese language teachers from the school where the research was conducted. As a theoretical basis, this study was supported by theoretical axes that concern the conceptions of linguistic variation through the authors: Bagno (1999, 2002, 2003, 2006, 2015), Labov (2008), Bortoni-Ricardo (2004, 2021), Possenti (1996), among others. The results showed that although there is, on the part of teachers, recognition that the student's linguistic variation reflects their culture, their identity and that it should be considered in the process of teaching the mother tongue, the topic is still little addressed in Portuguese language classes. The teachers demonstrated interest and concern in, based on the studies proposed by this work, giving more relevance to the phenomenon of linguistic variation in their classes, presenting a view based on the precepts of Educational Sociolinguistics in the face of situations previously considered as "errors" within the language and maintaining the focus on the development of students' reading, writing and text production skills.