A VARIAÇÃO LINGUÍSTICA NO LIVRO DIDÁTICO E NA PRÁTICA DOCENTE DE LÍNGUA PORTUGUESA: POLÍTICAS E IDEOLOGIAS LINGUÍSTICAS

Abstract

The didactic book is a fundamental part of the pedagogical practice in Brazilian schools and, sometimes, “it constitutes the center of the teaching-learning process in all levels of education, particularly in the basic school and high school” (CORACINI, 1999). It is important to emphasize that, in choosing a didactic book, teachers may be agreeing with concepts, with a philosophy of teaching, with ideologies, that is, with world views and theoretical perspectives used by the authors of the book. In the case of the Portuguese language teacher, a choice of the textbook implies an adoption of linguistic ideologies, that is, an agreement with the conceptions of language and of new forms of teaching and learning the language. Thus, considering the relevance of the didactic book in the making of the pedagogical practice, one of the objectives of this research is to analyze the approach the textbooks of Portuguese language confer to the linguistic variation; more specifically, the focus is on a collection called “Português Linguagens”, (CEREJA; MAGALHÃES, 2012) for Elementary School II, approved by the PNLD 2014. Also the objective of this analytical study is the pedagogical practice of two professionals in relation to the use of the book in the classroom and the treatment they give to linguistic variation, since it is understood that the ways of treating linguistic variation are implied in linguistic policies made in/by the didactic material and in the/by the teacher. These objectives integrate the general objective: to investigate and analyze ideologies and linguistic policies in the teaching of the Portuguese language as far as linguistic variation is concerned. As for the methodology, this study was developed as a qualitative research from an ethnographic perspective, because it observes situated pedagogical practices that occur within two classrooms. In this paper, I take into consideration the ideas of some scholars such as: Corinini (1999), Chamma (2007), Geraldi (2009), Silva (1996), Pessoa (2009), Silva, (1996); Tilio (2006 and 2013), Tagliani (2011), Lajolo (1996), Gottheim (2013); and Lopes Pereira (2013), for the study of the textbook of languages; Eagleton (2011), to support the reflection on culture; and Woolard (1998), Kroskity (2004) and Milroy (2011), for a reflection on linguistic ideologies. In relation to language, I am based mainly on the Bakhtin Circle postulations, among other authors who also contribute to the research. Based on the analysis of the books, the classes observed and the literature quoted in the work, I was able to conclude that the ideology of standardization is present in the classrooms and that the linguistic policies carried out by the teacher lead to the valueing of the standard language. Therefore, it is fundamental for us to rethink what we call Portuguese in the XXI century (MOITA LOPES, 2013) – and consequently, the other concepts which contribute to a treatment that disregards the unstable social relations in a way which contributes to reflective pedagogical practices in relation to linguistic policies and linguistic ideologies which are involved in the process of teaching/learning languages.