Variação e preconceito linguístico nas aulas de língua portuguesa: uma pesquisa com um grupo de professoras

Abstract

This dissertation is a qualitative and collaborative research in the Sociolinguistics area, whose main goal is to provide to the participating teachers the possibility of reflection and discussion of a topic that is so important to the work of a Portuguese language teacher: the treatment given to linguistic variation and linguistic prejudice in the classes of this discipline. And, thus, from the reflection exercise of the teachers, analyze and discuss their speeches. To this end, five Portuguese language teachers from different schools in the city of Ponta Grossa-PR were invited to participate in the research. As a data collection instrument, taking into account that it is a collaborative work (BORTONI-RICARDO, 2008; PAIVA 2019), we used debates in pairs (researcher teacher and participant teacher) based on a semi-structured questionnaire. With regard to the theoretical contribution adopted, we are mainly based on the work of OLIVEIRA, 2002; WEEDWOOD, 2002; LABOV, [1972] 2008; LUCCHESI, 2017, to make a brief review of the linguistic science history and, also, to discuss the Portuguese language trajectory on the Brazilian soil; TARALLO, 1994; BAGNO, 2001, 2003A / B, 2007, 2019; SCHERRE, 2005; FARACO, 2008, 2019; BELINE, 2010; VIOTTI, 2013, to discuss some fundamental concepts of Sociolinguistics, such as: linguistic variation and linguistic change, linguistic prejudice, notion of error, notion of language adequacy; POSSENTI, 2000, 2009; ANTUNES, 2003; FRANCHI, 2006; GUEDES, 2006, to reflect on the traditional teaching of the Portuguese language, on the conception of school error, among other things related to linguistic education. The results of this research show that there is an exacerbated valuation of purely grammatical teaching and that both teachers and their students perceive that the saturated treatment of normative grammar in the classroom is problematic. Regarding to the phenomena of linguistic variation and linguistic change, we realize that teachers often treat variation in a stereotyped manner, in addition, they let it show that the work in the classroom is primarily focused on correction. In this sense, the most serious speech is certainly the statement that a simple “a little comment” is sufficient to work with the varieties of the Portuguese language. With regard to linguistic prejudice, we find that, in the school environment, it exists emanating from all the subjects who interact in this space. The teachers showed that they were aware that linguistic prejudice is extremely harmful. However, in many of the speeches, we noticed that it appeared in a naturalized way. Much has been researched about linguistic variation and linguistic prejudice in Portuguese language classes and, certainly, much remains to be researched. Thus, we hope that this research can be, in some way, a contribution to the debate on the Portuguese language teaching in Brazil, about the importance of working with the varieties of this language in the classroom and about the urgency that is the fight against linguistic prejudice.