A percepção de crianças e professoras de alfabetização sobre variação linguística em ambiente de contato dialetal
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2021-03-02
Autores
Ferraz, Leonardo
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Universidade Estadual Paulista (Unesp)
Resumo
Neste trabalho, buscamos investigar a percepção acerca da variação linguística em ambiente escolar por parte de crianças, em fase final de alfabetização, e de professoras que atuam nesta fase, bem como as crenças que têm essas docentes sobre a variação no contexto de alfabetização em língua portuguesa. Os contextos definidos para a investigação são duas turmas de 1º ano do ensino fundamental I, que funcionam em escolas públicas do município de Palmares Paulista (SP). A região é conhecida pelo cultivo da cana de açúcar e atrai, principalmente em período de colheita, migrantes das regiões Norte e, em especial, Nordeste. Boa parte desses trabalhadores deslocam-se com a família, fixam residência na cidade e, em consequência disso, seus filhos passam a frequentar as escolas do município juntamente com os filhos dos moradores nativos da cidade. A variedade falada por esses migrantes, portanto, convive, nos diferentes espaços sociais da comunidade, com a variedade local e é claramente percebida como distinta dela, especialmente em se tratando de seus aspectos fônicos. As escolas investigadas são administradas pelo mesmo órgão municipal e atendem, cada uma, cerca de quatrocentos alunos do 1º ao 5º ano; porém, encontram-se em regiões opostas: enquanto uma se localiza no centro da cidade, a outra está situada em um bairro mais periférico. Em nossa investigação, partimos da hipótese inicial de que a percepção de variação ocorreria de diferentes modos (percepção espontânea ou estimulada, sobretudo pela professora da sala), com diferentes intensidades nas duas escolas investigadas, e estaria voltada a diferentes componentes da gramática. A fundamentação teórica deste estudo é composta de obras da Sociolinguística Variacionista (WEINREICH; LABOV; HERZOG, 2006 [1968]; LABOV, 2008 [1972]) e da Sociolinguística Educacional (BAGNO, 2002, 2008, 2013; BORTONI-RICARDO, 2004, 2005). A coleta de dados para as análises ocorreu a partir de observações presenciais de aulas e de entrevistas semiestruturadas realizadas com as professoras das turmas observadas. Os principais resultados da pesquisa indicam que, neste cenário, a diversidade linguística é correntemente associada à noção de erro, dada a inconsistência teórica subjacente às crenças e à prática docente das alfabetizadoras. Esperamos que a realização da pesquisa possa fornecer subsídios para reflexões sobre o importante papel da variação linguística no ensino de língua materna em ambiente escolar.
In this work, we seek to investigate the perception of linguistic variation by children and teachers in the school environment, at the final phase of literacy, as well as the beliefs that these teachers have about variation in the context of literacy in Portuguese language. The contexts defined for the investigation are two 1st year classes of first cycle of elementary education in public schools in the municipality of Palmares Paulista (SP). The region is known for the cultivation of sugar cane and attracts, mainly during the harvest period, migrants from the North and, especially, the Northeast. A large part of these workers move with their family, take up residence in the city and, as a result, their children start frequent schools in the municipality along with the native children. Therefore, the variety spoken by these migrants, in the different social spaces of the community, coexists with the local variety and is clearly perceived as distinct from it, especially in terms of its phonic aspects. The investigated schools are administered by the same municipal agency and each one serve about four hundred students from the 1st to the 5th year; however, they are in opposite regions: while one is located in the central region, the other is located in a more peripheral local. In our investigation, we started from the initial hypothesis that the perception of variation would occur in different ways (spontaneous or stimulated perception, especially by the classroom teacher), with different intensities in the two investigated schools and that would be focused on different components of grammar. Variationist Sociolinguistics (WEINREICH; LABOV; HERZOG, 2006 [1968]; LABOV, 2008 [1972]) and Educational Sociolinguistics works (BAGNO, 2002, 2008, 2013; BORTONI-RICARDO, 2004, 2005) compose the theoretical foundation of this study. The data collection for the analysis occurred from classroom observations and semi-structured interviews conducted with the teachers of the observed classes. The main results of the research indicate that, in this scenario, linguistic diversity is currently associated with the notion of error, given the theoretical inconsistency underlying the beliefs and teaching practice of the literacy teachers. We hope that the conduct of the research can provide subsidies for reflections on the important role of linguistic variation in the teaching of mother tongue in a school environment.
In this work, we seek to investigate the perception of linguistic variation by children and teachers in the school environment, at the final phase of literacy, as well as the beliefs that these teachers have about variation in the context of literacy in Portuguese language. The contexts defined for the investigation are two 1st year classes of first cycle of elementary education in public schools in the municipality of Palmares Paulista (SP). The region is known for the cultivation of sugar cane and attracts, mainly during the harvest period, migrants from the North and, especially, the Northeast. A large part of these workers move with their family, take up residence in the city and, as a result, their children start frequent schools in the municipality along with the native children. Therefore, the variety spoken by these migrants, in the different social spaces of the community, coexists with the local variety and is clearly perceived as distinct from it, especially in terms of its phonic aspects. The investigated schools are administered by the same municipal agency and each one serve about four hundred students from the 1st to the 5th year; however, they are in opposite regions: while one is located in the central region, the other is located in a more peripheral local. In our investigation, we started from the initial hypothesis that the perception of variation would occur in different ways (spontaneous or stimulated perception, especially by the classroom teacher), with different intensities in the two investigated schools and that would be focused on different components of grammar. Variationist Sociolinguistics (WEINREICH; LABOV; HERZOG, 2006 [1968]; LABOV, 2008 [1972]) and Educational Sociolinguistics works (BAGNO, 2002, 2008, 2013; BORTONI-RICARDO, 2004, 2005) compose the theoretical foundation of this study. The data collection for the analysis occurred from classroom observations and semi-structured interviews conducted with the teachers of the observed classes. The main results of the research indicate that, in this scenario, linguistic diversity is currently associated with the notion of error, given the theoretical inconsistency underlying the beliefs and teaching practice of the literacy teachers. We hope that the conduct of the research can provide subsidies for reflections on the important role of linguistic variation in the teaching of mother tongue in a school environment.
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Palavras-chave
Variação linguística, Contato dialetal, Ensino fundamental I, Ensino de língua materna, Linguistic variation, Dialectal contact, Elementary School, Native language teaching