Variação linguística no ensino de língua portuguesa: um olhar do professor de séries do fundamental II

Abstract

During the whole process of teaching languages, from the first schools signed in Brazil guided by the Jesuits, there was a didactic supported by the correct use and the norms of these languages, which was not different when the Portuguese Language enters the school curriculum, supported by manuals made by teachers of the Pedro II College. The normalization of language, for teachers, was for years and years the correct way to learn and speak the language, without space for variations of this. Only recently, in just over twenty years, with the arrival of federal documents aimed at the teacher, such as the PCNs, does Portuguese language teaching begin to be seen in a more interactive way, linking this teaching to the students' daily lives and no longer to an erudite and unreachable language. There were processes in the undergraduate courses that sought to change the vision of the new teachers as to the language in which they use and that later would be their object of work, so that the students could see their speeches in a non-inferiorized way, stating that what they speak It's Portuguese, yes. With this, the objective of this study was to present a study about the importance of linguistic variation in basic education, specifically in elementary education II, with the collaboration of teachers participating in this level of education, through written interviews with six of these teaching professionals from two schools in Serra Talhada-PE. The results show a new context in the teaching practices of Portuguese Language, which aims at a heterogeneous room with respect to its language