O tratamento da variação linguística no ensino da língua portuguesa em escolas públicas da zona rural da cidade de Flores - PE

Abstract

The present study aims to understand the issues of linguistic variation that are addressed in elementary education in public schools in the city of Flores - PE, to discuss the treatment of linguistic variation in the classroom and to obtain information about how teachers approach the subject linguistic variation. To achieve these goals, the following theoretical basis was assumed: Bagno (2007), Sgarbi and Roncália (2009), Zilles and Faraco (2015) and Faraco (2020), the National Curriculum Parameters (1997; 1998; 2000) and the Common National Curriculum Base (2018). We carried out a bibliographic survey, a collection of information throughout questionnaires via WhatsApp with three teachers from three elementary schoolsas methodological procedures, and, finally, we analyzed the interviews’ responses. As a result, our hypothesis was partially corroborated, since the official documents for Brazilian education provide guidance, but do not assist the teacher with suggestions of practices to consistently approach the subject of linguistic variation in the classroom. Moreover, we understand that, by having an approach that considers linguistic variation as socially inherent, the teachers had taken the first step towards the implementation of a pedagogy of linguistic variation.