Variação linguística na EJA: uma proposta de trabalho com formulários em uma turma sociolinguisticamente heterogênea

Abstract

This study is the result of action research carried out in the Professional Master’s in Letters (ProfLetras) with the general objective of developing a didactic proposal for addressing personal and professional documents and several types of forms in concrete situations of language use, considering a multi-grade, sociolinguistically heterogeneous class in the modality of Youth and Adult Education (YAE) – Elementary I level, under a sociolinguistically sensitive perspective. This research emerged from the reality experienced by the teacher-researcher, who works in an educational institution of YAE – Elementary I in the municipal education system of Cascavel (Paraná, Brazil), which has as its target audience sociolinguistically heterogeneous classes, including students of different ages and geographical origins, speakers of varieties of Brazilian Portuguese and Spanish (Paraguayan and Argentine Spanish or the Spanish spoken by Venezuelan immigrants), in addition to users of Brazilian Sign Language (Libras). With the theoretical framework of Educational Sociolinguistics (Bortoni-Ricardo, 2005; 2008; Mollica, 2007; Faraco, 2011, among others), it was possible to reflect on the challenges of teaching Portuguese in a sociolinguistically complex context, which reflects the linguistic heterogeneity increasingly present not only in the municipality of Cascavel (PR), the locus of this research, but throughout the western region of Paraná, due to increasingly intense migratory movements. The YAE modality concentrates these differences, since it serves students who not only speak different languages and language varieties, but also belong to different age groups and have different levels of knowledge and learning, in addition to other peculiarities, such as the presence, in the classroom, of people with some type of disability. Since most of them are already in the job market and aspire to better-paid jobs with an increased education, the focus of the intervention was of a practical nature, focusing on the ability to interpret personal and professional documents and fill out registration forms for various purposes (health system, insertion in the job market, etc.), and also resulted in the creation, by the teacher-researcher, of a bilingual Portuguese/Libras form. The research provides elements to reflect on the need for educational language policies, including teacher’s education, to deal with a reality that is increasingly present in schools in the region.