Política linguística e o ensino de língua portuguesa no contexto do ensino médio brasileiro

Abstract

The aim of this work was to investigate teacher’s conceptions about first language teaching and its relation with language policies in High School context in a city in the north of Minas Gerais. More specifically, we verify the Brazilian Portuguese language representations constructed by these teachers, and how they relate to language policies issues in the context of teaching in public and private schools. Therefore, we chose a qualitative and interpretative exploratory research method. In this paper, we attempt to answer the following questions: What are the representations about the Brazilian Portuguese language constructed by high school teachers in the public and private schools´ context?; What are the possible impacts of those representations that can be found in the context of Brazilian Portuguese language teaching?; What are the teachers' expectations regarding Brazilian Portuguese teaching policies adopted in Brazil?; What can be perceived in regular school Brazilian Portuguese teaching in the investigated context, concerning language policies? The data discussion was supported by Critical Linguistics and Pragmatics theoretical framework. For data collection, interviews were conducted with four teachers from a public school and a private school of a city in the north of Minas Gerais. On this work we discuss Brazilian Portuguese language teaching representations and how this teaching occurs in the context of the investigated schools. We also discuss the concept of language policies and the teachers' view of this policy. The hypothesis that guided this work seemed to be confirmed, at least regarding the institutions investigated, since it was verified that there is a greater emphasis on language teaching focused on the grammatical tradition, establishing the Standard Language as the only correct one, putting aside other variants. As far as language policy is concerned, there has been a lack of consistent language policies that encompasses the linguistic reality of our country. The work evidenced the need for this theme to be widely disseminated in universities, undergraduate and postgraduate courses, since many teachers are not yet familiar with this subject.