Variação diatópica de aspecto semântico-lexical e ensino de Língua Portuguesa

Abstract

This research aims to conduct a proposal of educational intervention, in Portuguese classes, focused on the teaching of lexical-semantic variation, focusing on diatopical variation. The specific objectives of the research are: (i) developing educational materials to be used in classroom during the application of research; (ii) developing in classroom teaching workshops in which the prepared material can be applied; (iii) assess whether the activities are appropriate and subsequently carry out its implementation and / or reformulation; (iv) contribute to the students to broaden their knowledge about the semantic-lexical variation of diatopical character; (v) help students blased a critical and reflective attitude towards linguistic prejudice, in order to minimize bias attitudes. The numerous discussions involving the Portuguese language teaching and the need to work with the semantic-lexical variation to keep the class interested in the topic. Therefore, we sought from theoretical research focused on the lexicon, semantics and linguistic variation build a sufficient theoretical support for the development of pedagogical intervention activities. In view of the fact that we turn to the semantic-lexical variation, it is noteworthy that our focus was on diatopical variation and was based on theoretical aspects related to Dialectology and linguistic atlas. The theoretical basis for our discussions and to develop the intervention activities was characterized by researchers linked to the above themes, such as: Barbosa (1978; 1990; 1997), Cançado (2013), Cardoso (2010), Coseriu (1979; 1980), Bagno (2003; 2007; 2013), Faraco (2008; 2012), Preti (2003), Labov (2008), among others. Developing a work that , methodologically , was built on the lines of action research , we can say that activities and discussions made possible by the interaction in the classroom allowed students a new perspective on the language they speak, deconstructing the idea that the Portuguese is a single , homogeneous and unchanging language. The data collected also showed that although in the educational intervention we have tried to introduce to the students linguistic standard for semantic-lexical variation in some areas, trying to demystify the idea that there is a correct Portuguese, the notion of accuracy and error is still strongly present in the conception they have of language. This reveals that this work could bring positive results, although it has not reached all students. Additionally for the work with semantic- lexical variation to be indeed efficient, we need not limit ourselves to a unit of the textbook in a given school year, but carry out a continuous and systematic work with this theme.