A variação linguística no ensino do espanhol como língua estrangeira moderna: um estudo de caso na cidade de Ponta Grossa

Abstract

I am looking for in this work to analyze and to discuss how the teaching of Spanish Language is effective in a focus on linguistic variations and the multiple cultural and social identities of the Hispanic speaking peoples, situations that perpass the educational practice of the language in question. The teachers involved in the research are from the Basic Education, from public and private schools of the city of Ponta Grossa - PR, working in Primary Education, High school and Modern Foreign Language Center. I intend to contribute to the development of research linked to the line of linguistic variation in the field of Sociolinguistics, in the current world, its influence in the process of teaching and learning languages, due to the demands of educational transformations, from the need to know, respect and to value the languages and cultures of the peoples, in the struggle for a quality Spanish teaching. For this purpose, semi-structured interviews, audiotaped, analyzed from a sociolinguistic perspective, were carried out by extralinguistic social factors, age, teaching time and public or private teaching network to answer the research questions. I analyze their representations and linguistic conceptions, I discuss the use of the American variant in the perspective of valuing the lexical richness of the language, avoiding the presentation of Iberian Spanish as the only one to be taught to Brazilian students, I also question the didactic material used by these professionals and the linguistic policies governing the teaching of languages in our State. For that, I use a theoretical framework based on studies by Labov (2008, [1972]) and Moreno Fernández, (2005, 2007, 2010) about linguistic variation; The variants of American Spanish, in Lipski (2005), Moreno de Alba (2007), for questions of linguistic policies and teaching of Spanish, I bring Couto (2016), Rajagopalan (2014) and the documents that guide foreign language teaching, such as PCN (1999), the DCN (2005) and the BNCC (2016); with regard to the identity debate in Rajagopalan (2002, 1998), Hall (2006); and finally on linguistic attitudes and prestige, in the studies of Lambert & Lambert (1981) and Silva-Corvalán (1989). The analysis shows that teachers value the linguistic variation of the language, but due to several factors, such as the current linguistic policies that bring dissatisfaction and insecurity, the number of classes reduced, the lack of interest of the students, not all work as they should. There are no marked differences between the work of the professionals who work in the public school and those who work in the private school, with regard to the researched topic, the identity issues are linked to the work with linguistic variation and the didactic material used by these professionals showed an incomplete tool for quality work on the subject in question. The social factor that most influenced the interpretation of the answers was the teaching network, which reveals in the public school, within the curricular matrix, the best space for teaching quality Spanish in work with linguistic variation.