O tratamento da variação linguística em livros didáticos das séries finais do ensino fundamental

Abstract

The central objective of this research was to analyze the treatment of linguistic variation in the Portuguese Language Textbooks of the final years of Elementary School, specifically, those of the Alpha-Portuguese Language Generation, 2nd Edition, 2018, of the final years of Elementary School (8th and 9th). The research was based on the theoretical framework of Labov's Linguistic Variation ([1972] 2008), as it deals with the importance of studying language as anobjectof social construction, adjusting to Sociolinguistics, which is part of the relation between language and society, of the study of structure and evolution of language with in the social context of the speech community, with this, launches the proposal of the presence of the social component in linguistic analysis. This work also contains the significant contributions of great contemporary linguists such as Bagno (2007), Faraco (2008), among others, who collaborate for an effective pedagogical movement witht He teaching of Linguistic Variation with in Brazilian schools. Indeed, if language serves toper form functions in different contexts of interrelation between speakers, it is a socially strictly phenomenon, and for such relevant evidence it is explained in studies of sociolinguistics, since it is significant to explore it in didactic supports for language teaching in schools.Therefore, there search was intended to collect information about the corpus that, in addition to an analysis, is based on proposing a reflection on the treatment that textbooks disposes about the linguistic variation in their contents and activities, an sample-based approach, comparisons and suggestions, since, we understand the importance of this content in textbooks that consist of being a significant didactic resource of education in schools in Brazil, mainly because there is a greater facility for teaching and learning, since they are the main coadjuvants - allies in promoting the discussion around language heterogeneity in Portuguese classes. In the process of collecting and analyzing textbooks, we investigated: (a) if, in its initial objective; its summary, units, introductory titles, and in each chapter section, addressed the phenomenon of linguistic variation. (b) how they referenced, in the linguistic content, to the conception of language; the norms standard and non-standard; linguistic and extralinguistic accommodations (regional uses, gender, social class, schooling, age group, level of formality, situational context and interlocutor); the use of oral/written genres and the teaching of concrete cases of linguistic variation in Brazilian Portuguese; (c) if, explored linguistic variation in the texts and in the exposition of the contents in a way that they contribute to facilitate the teaching and learning of the Portuguese Language. Based on the theoretical apparatus of Sociolinguistics, considering the linguistic and extralinguistic motivations in the effective use of language, we propused, in our dissertation, a pedagogical notebook, whose proposal dealt with activities linked to linguistic variation, in order to allow students to appropriate the notions, techniques and linguistic instruments necessary for the development of their expression ability, as well as learn to deal with the most varied forms of social interaction according to their communication needs.