Uma via de mão dupla: como formar futuros professores que consigam trabalhar com o preconceito linguístico na teoria e na prática em sala de aula?

Abstract

In order to find out what the approach to linguistic variation/prejudice is like in the language courses at the State University of Ponta Grossa (UEPG), the aim was to collect data on the work of teachers in the classroom in this area. To this end, the research is qualitative, with a bibliographic and documentary review, data collection using a questionnaire and analysis of thematic enunciation, based on Bardin (2016). Going through the field of sociolinguistics, variation, prejudice and language policies; and investigating the institutional, departmental and course organization of Letters at UEPG, through documents, the following categories were located in the statements: curriculum; teaching and classroom; language policies and linguistic variation/prejudice in Letters/UEPG and teaching contributions to the approach of linguistic variation/prejudice in Letters/UEPG. It was found that there is unanimity among teachers about the importance of addressing linguistic variation and prejudice in Letras/UEPG courses; in the curriculum, although the syllabuses - both in the area of Portuguese language/linguistics and literature - do not include the topic, the bibliographic references make this work possible; and the participants bring important strategies and theoretical-methodological considerations on the subject. In their statements and answers, progress, challenges, doubts and contradictions are expressed and, based on the interrelationship of the analyses of the categories established, the need to collectivize the discussion on linguistic variation and prejudice in the Languages/UEPG courses, to the detriment of individual practices, via the department and/or university, is noted.