Formação do professor do campo: a questão da variação linguística

Abstract

Assuming that education is one of the mains tools for the transformation of a people, stands out the importance of the teacher to know the reality in which He will act in his professional life, so that it can contribute to the development of his students. Therefore, the purpose of this research was to know the curricular matrix of the Portuguese discipline of three Public Institutions of Higher Education of the State of Paraná that offer the Graduation in Country Education and the Monitoring Program of one of these institutions, offering a reflection on the formation of future teachers as a relation to normal and normative language. As the research refers to the reality of the peasant people, public of Country Schools began with a quick reflection on what is a Country School; what are the difficulties encountered by teachers and students in this environment; the importance of discussing linguistic variation in this context; why is there a different speak in the region; and if there is a need for specific training for these teachers. At the first moment, the history of Rural Education was approached until the Country Education. In sequence, theoretical references on linguistic variation and the hillbilly dialect were highlighted. In the third moment, the methodology and procedures used for development of the research, the curricular references on language teaching and its importance in building the identity of the peasant people were presented. We proceeded the documentary analysis of the curriculum of the selected courses and the monitoring program offered to the students by one of the educational institutions researched. The methodology used for the work was documentary research using interviews and visits in Country Schools, highlighting the authors: Arroyo (2009), Amaral (1953), Caldart (2011), Faraco (2008), Cagliari (2002), Bagno (2002), Brandão (1991), Bertoni (2004), in addition to the legislation directed to the theme. We conclude that the teacher’s training to work in specific environments, such as in Country Education, is not yet contemplated in the curricular matrices and the academy does not train professionals for regional needs.