Sociolinguística e o ensino de língua portuguesa: uma abordagem pedagógica para sala de aula

Abstract

This article aims to discuss the use of linguistic varieties in the classroom. In this direction, the intention is to promote a critical reflection on sociolinguistics applied to teaching, that is, Educational sociolinguistics. Since, Sociolinguistics investigates the phenomenon of linguistic diversity, which takes place in four levels, which will be addressed in this study. The proposal, therefore, is to understand how the Portuguese Language teachers of Basic Education use Sociolinguistics in the classroom and how they promote this discussion, whether it is productive or not. And, like us researchers, we can favor subsidies to improve such classes. This research is anchored in some theoretical references, such as Rodolfo Ilari (2001), Marcos Bagno (2004, 2008), Maria Cecília Mollica (2004), among others. In addition, also, some educational documents such as the Pcns (1997). In order to present the relevance of Sociolinguistics in the classroom, it will be sought to apply the theories that will support this work to the linguistic heterogeneity, which occurs because the language is alive, dynamic and constantly evolving. This bias also explores issues such as linguistic prejudice. Stressing, also, the importance of the work of teachers facing this problem. The aim is therefore to provide a critical reflection on linguistic diversity and its concrete application in classroom practice. Thus, the aim is to contribute positively to the teaching of the Portuguese language.