Variação linguística: trabalhando crenças, atitudes e o livro didático
This work came from the professional concern that permeates the school environment when the subject is the approach of the Portuguese Language Teaching at the Brazilian public schools, specially, corresponding to the recognition of social, cultural and linguistic diversity that characterizes the nat...
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Recursos: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Repositório Institucional da UFU |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufu.br:123456789/18941 |
| Acesso em linha: | https://repositorio.ufu.br/handle/123456789/18941 http://doi.org/10.14393/ufu.di.2017.351 |
| Access Level: | acceso abierto |
| Palavra-chave: | Linguística Língua portuguesa - Estudo e ensino Língua portuguesa - Variação Sociolinguística Crenças linguísticas Atitudes linguísticas Sociolinguística educacional Pedagogia da variação linguística Linguistic beliefs Linguistic attitudes Educational sociolinguistic Pedagogy of the linguistic variation CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
| Resumo: | This work came from the professional concern that permeates the school environment when the subject is the approach of the Portuguese Language Teaching at the Brazilian public schools, specially, corresponding to the recognition of social, cultural and linguistic diversity that characterizes the national reality. Starting from the consideration that the language is heterogeneous, we have to rethink the way Portuguese Language Teaching is developed. The work with the language must respect the social experience that the students bring with themselves to the classroom, however, starting from this (re)cognition, it must be provided to the one mentioned, conditions of understanding how the language functions and of comprehending the strategies of its use in different contexts of social interaction. Because of that, the main goal of this work was to evaluate the possible changes that could be generated on the beliefs and linguistic attitudes of the 6th year of Middle School students of a municipal school of Uberlândia-MG, starting from the substitution of a traditional approach of the Portuguese Language Teaching by a sociolinguistic approach, supported by, overall, by the production and application of a complementary activity notebook contemplated by the didactic book. To consolidate our research, concerning the legal orientations for the Portuguese Language Teaching in Fundamental School ll, we accomplished a documental review of the National Curricular Parameter (1997;1998) of the Municipal Curricular Guidelines of the Portuguese Language of Uberlândia-MG (2011) and of the National Didactic Book Program (2014; 2016). This documental review gave us the required support to accomplish the theoretical review, which was based, mainly by the Educational Sociolinguistic (BORTONI-RICARDO, 2005) by the fundamentals of Pedagogy and Linguistic Variation (FARACO, 2008; 2015; BAGNO, 2007; 2011) and by the concepts tied to the beliefs and linguistic attitudes (CYRANKA, 2007; 2014; 2015; BORTONI-RICARDO, 2005; BARCELOS, 2004; LIMA, 2005; ANTUNES, 2009). We also verify, how is the approach of the language teaching in the book of the 6th year of Middle School taken by the school where the research was done. The research was based, yet, on the presupposition of the research-action, once that after we identify the necessity, we apply an interventional proposal. Our corpus was composted by one questionnaire of beliefs and linguistic attitudes applied in two different moments of the school year of 2016, just like an elaborated activity notebook, highlighted by the educational sociolinguistic. The analysis of the results allowed us to observe that the methodological change, of the classes as much as the activities related to the Portuguese Language Teaching, contributed positively to a more critical and reflexive learning process in relation to the mother language and, consequently, with the enlargement of the communicative competence of the students involved in the interventional proposal. |
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