A INFLUÊNCIA DE FATORES SOCIAIS NA LINGUAGEM DE ADOLESCENTES PRIVADOS DE LIBERDADE

Abstract

This study investigated the language used by adolescents who comply socioeducational measures of deprivation of liberty in the Socioeducation Center of Ponta Grossa and had as objectives to verify the influence of social factors - extralinguistic - as level of schooling, conviviality and length of stay of the speaker in the use of a linguistic variety characterized by the presence of words with figurative meaning; identify the presence or absence of terms and expressions collected in a Portuguese language dictionary, comparing the meaning contained in the dictionary with the meaning given to the terms by the interviewees and, finally, to analyze some narratives from the point of view of linguistic prejudice. This research was carried out through the application of semi-structured interviews to eight adolescents from the Centro de Socioeducação de Ponta Grossa. The analysis of social factors made it possible to verify that the variable 'hospitalization time of more than six months' was the one that presented the greatest use of the linguistic variety under study, followed by the variables' schooling level higher than the sixth year of E. F.‟, „'possibility of living‟, „length of stay of up to six months', 'level of schooling up to the sixth year of E. F.' and 'no possibility of conviviality'. Of the 260 terms and expressions obtained in the data collection stage, 156 are not included in the dictionary, which represents 60% of the total items obtained; 64 are in the dictionary with a different meaning from that used by the informants - 24.5%; 40 are worded with the same meaning - 15.5%. The first part of the semi-structured interview - narrative interviews of personal experience - showed that half of the interviewees have already suffered discrimination and prejudice due to the linguistic variety used. The investigations between language and extralinguistic factors and their relation with the social behavior of the speakers can contribute to the understanding of the vocabulary universe of the adolescents who fulfill socioeducative measures, and to collaborate with the practices of those who work with young people, seeking to better understand their particularities, with the purpose of assisting them and leading them in this constant search for experimentation of new sensations and of everything that presents itself as new. In this way, the present research can contribute to the sociolinguistic studies, in the sense of enabling the creation of pedagogical tools that help both the teaching-learning process of adolescents in conflict, as well as the deconstruction of linguistic prejudice, which reinforces the (marginal) social position of these adolescents.