Uma proposta de ensino de Língua Portuguesa a partir da identificação de atitudes linguísticas de alunos do 7. ano de uma escola pública de Uberaba-MG

Abstract

Among the great challenges that are present in teaching Portuguese language in public schools, working with linguistic variations is the most controversial. We know that the tradition of the prescriptive study of normative grammar in schools is still very strong, despite the official document of the Brazilian government that guides the teaching of Portuguese language in Brazil, the National Curriculum Parameters (NCP) from 1997, guiding schools to work with the perspective of a dynamic and variable language. Thinking about it, this research sought to investigate through a linguistic attitudes test, what the students of two classes of the 7th year of a public school in Uberaba think about and how they evaluate the Portuguese language and its variations. In addition, part of the research was the making and application of an Activity Notebook (and a Teacher's Manual) presenting different linguistic varieties for the students. The research is based on the theoretical line of Sociolinguistics, more specifically, in the field of Educational Sociolinguistics. Therefore, we have as theoretical reference the works by Labov (1966, 1974), Lambert (1960), Bortoni-Ricardo (2004, 2005), Scherre (2005), Bagno (2007), Zilles and Faraco (2015). In the field of investigation/analysis of linguistic attitudes we will also consider the works by Barcelos (2006), Santos (1976, 1996), Aguilera (2008), Cyranka (2007), Roncarati (1979,1993), Sella and Busse (2012), Corbari (2013), Barbosa and Cuba (2015), Marine and Barbosa (2016), Botassini (2015). Among the contributions of our research, we confirmed that many students still consider that certain ways of speaking are "wrong" or "weird"; linguistic prejudice is still present in schools; despite studying the subject Portuguese Language at school for seven years, many students were unaware of what linguistic variation is, its types and why it might occur; Portuguese Language classes provide few moments of reflection on the language; the students judge a person social condition according to their way of speaking; it is possible to perform a sociolinguistic work in the classroom.