O ensino de português e a problemática abordagem da variação linguística em livros didáticos

Abstract

This work aims to analyze the topic “linguistic variation” in Portuguese language text books for secondary education, approved in the National Text book Plan 2021. To carry out the analysis, we highlight assumptions of Portuguese language teaching from the 1980s onwards, especially Geraldi (2002) and Soares (1986), with emphasis on the entry of the concept of the discursive genre (Bakhtin,2003) at the end of the last century. We propose a qualitative-interpretivist analysis, from the perspective of Indisciplinary Applied Linguistics (Moita Lopes, 1994, 2006, 2022), carrying out a documentary study, in which the seven approved books constitute the selected material. The results point to the presence of the topic “linguistic variation” in all books, as well as aspects linked to linguistic prejudice. However, the conception of language as social interaction, established in studies of discursive genres, does not seem to include the aforementioned topic, presented by activities linked to the evaluation of linguistic use, which end up emphasizing traditional conceptions of language. Finally, we defend the teaching of Brazilian Portuguese as the center of pedagogical work, based on the metaphorofthe “roçado linguístico”, thus abandoning the notion of “linguistic adequacy” to assume the “hope” (Freire, 2020) of “agonism” (Foucault, 2011), forus, “linguistic agonism”.