Variação linguística: um desafio no ensino de língua materna
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Data
2023-04-03
Autores
Paiva, Silvana da Costa de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As questões de ensino e variação linguística tornam-se complexas pela dificuldade de lidar com elas em sala de aula. Diversos autores constatam que o ensino de língua materna ainda está alicerçado numa visão monológica que ignora a oralidade tão rica do aluno. Considerando tais questões, nosso objetivo nessa pesquisa é promover uma reflexão sobre a variação linguística na sala de aula, assim como a concepção que o professor tem de língua/linguagem e o que isso implica no ensino de língua materna. Nessa perspectiva, pretende-se desenvolver no aluno e aluna uma consciência linguística em sua própria realidade escolar, por meio da análise de material audiovisual e de textos, levando-o(a) a refletir sobre os fenômenos linguísticos e suas relações na apropriação do seu conhecimento. Levá-lo(a) a entender as questões das diferenças linguísticas, desenvolver o respeito a essas diversidades e ao mesmo tempo aprender a lidar com o preconceito linguístico arraigado em nossa sociedade que se arrasta de geração em geração. A pesquisa foi desenvolvida com alunos e alunas do 7º ano do ensino fundamental da escola pública Noêmia Kuester Pisani Gerulis, Distrito de Pederneiras, São Paulo. Este trabalho se desdobra a partir de estudos da Sociolinguística Educacional, pensada por Stella Maris Bortoni-Ricardo (2004), com respaldo teórico nos postulados da Linguística Aplicada, da Linguística de Texto, em documentos oficiais BNCC (1998), PCN (1997, 1998) em trabalhos como o de Antunes (2003, 2009), Bagno (1999, 2007, 2022), Basso e Gonçalves (2014), Bortoni-Ricardo (2004),Cagliari (1993), Castilho (2010, 2021), Faraco (2006, 2020, 2021), Fávero e Koch (2012), Geraldi (2011, 2012), Gomes (2009), Koch e Elias (2007, 2021), Marcuschi (2008), Passarelli (2012), Soares (2021), Souza-e-Silva e Koch (2011, 2012),Trask (2011), Travaglia (2009), entre outros e os pressupostos teóricos de Bakhtin (2011, 2016), Bakhtin/Volóchinov (2014).
The questions of teaching and linguistic variation become complex due to the difficulty in dealing with them in the classroom. Several authors find that the teaching of the mother language is still based on a monological view that ignores the rich orality of the student. Considering these questions, our objective in this research is to promote a reflection about linguistic variation in the classroom, as well as the teacher's conception of language and what this implies in the teaching of the mother language. In this perspective, it is intended to develop in the student a linguistic awareness in his own school reality, through the analysis of audiovisual material and texts, leading him or her to reflect on linguistic phenomena and their relations in the appropriation of his or her knowledge. Lead him or her to understand the issues of linguistic differences, develop respect for these diversities and at the same time learn to deal with the prejudice rooted in our society that drags from generation to generation. The research is developed with students of the 8th year of the elementary school of the public school Noêmia Kuester Pisani Gerulis, in the Pederneiras District, São Paulo. This work unfolds from studies of Educational Sociolinguistics by Stella Maris Bortoni-Ricardo (2004), with theoretical support in the postulates of Applied Linguistics, Text Linguistics, in the official documents BNCC (1998), PCN (1997, 1998) in works such as Antunes (2003, 2009), Bagno (1999, 2007, 2022), Basso and Gonçalves (2014), Bortoni-Ricardo (2004), Cagliari (1993), Castilho (2010, 2021), Faraco (2006, 2020, 2021), Fávero and Koch (2012), Geraldi (2011, 2012), Gomes (2009), Koch and Elias (2007, 2021), Marcuschi (2008), Passarelli (2012), Soares (2021), Souza-e-Silva and Koch (2011, 2012),Trask (2011), Travaglia (2009), among others, and the theoretical assumptions of Bakhtin (2011, 2016), Bakhtin/Volóchinov (2014).
The questions of teaching and linguistic variation become complex due to the difficulty in dealing with them in the classroom. Several authors find that the teaching of the mother language is still based on a monological view that ignores the rich orality of the student. Considering these questions, our objective in this research is to promote a reflection about linguistic variation in the classroom, as well as the teacher's conception of language and what this implies in the teaching of the mother language. In this perspective, it is intended to develop in the student a linguistic awareness in his own school reality, through the analysis of audiovisual material and texts, leading him or her to reflect on linguistic phenomena and their relations in the appropriation of his or her knowledge. Lead him or her to understand the issues of linguistic differences, develop respect for these diversities and at the same time learn to deal with the prejudice rooted in our society that drags from generation to generation. The research is developed with students of the 8th year of the elementary school of the public school Noêmia Kuester Pisani Gerulis, in the Pederneiras District, São Paulo. This work unfolds from studies of Educational Sociolinguistics by Stella Maris Bortoni-Ricardo (2004), with theoretical support in the postulates of Applied Linguistics, Text Linguistics, in the official documents BNCC (1998), PCN (1997, 1998) in works such as Antunes (2003, 2009), Bagno (1999, 2007, 2022), Basso and Gonçalves (2014), Bortoni-Ricardo (2004), Cagliari (1993), Castilho (2010, 2021), Faraco (2006, 2020, 2021), Fávero and Koch (2012), Geraldi (2011, 2012), Gomes (2009), Koch and Elias (2007, 2021), Marcuschi (2008), Passarelli (2012), Soares (2021), Souza-e-Silva and Koch (2011, 2012),Trask (2011), Travaglia (2009), among others, and the theoretical assumptions of Bakhtin (2011, 2016), Bakhtin/Volóchinov (2014).
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Palavras-chave
Variação Linguística, Concepção de Linguagem, Preconceito, Ensino