A abordagem da variação linguística no contexto da escola do campo

Abstract

This study addresses the importance of approaching language variation in a country school and presents a proposition of pedagogical intervention on the subject. Based on theoretical studies and empirical knowledge on the subject, the main goal was to elaborate a pedagogical proposition for the Elementary School with the aim to contribute to the teaching of Portuguese under a sociolinguistically responsive perspective. In order to reach the proposed goal, research was based on theoretical-methodological assumptions of Sociolinguistics and Educational Sociolinguistics, especially with contributions of Calvet (2002), Bortoni-Ricardo (2004; 2005; 2014), Bagno (2007; 2008), Labov (2008), Mollica (2010) and Faraco (2011). It is, therefore, a qualitative research, combining literature review and action research, carried out in an 8th grade class of Heitor Cavalcanti de Alencar Furtado State Country School, in the community of Jotaesse, Tupãssi, West of Paraná. The empirical data for elaborating the didactic unit for the students were collected through direct observation, questionnaire survey and interview with parents and grandparents of the students involved. The material elaborated is based on the analysis of records of the interviews, theoretical excerpts from various sources regarding language variation and linguistic norms, as well as records of oral interactions between the students involved. The aim, with the application of the didactic unit, was to raise the student’s awareness on language variation, promote the identification of their own language variety and demystify language prejudice, without ignoring the role of schools in providing gradual mastery of the cultured norm, valued in some contexts of interaction.