Proposta de estudo de variação linguística em instituição militar de ensino

Abstract

This work focus on minimizing the amount of holes detected when comes about the approaching of linguistic variations on Portuguese classes in schools. It brings a reviewing proposal of the focus on the normative grammar studying which privileges the use of prescriptive rules and hardly values the current and coexisting ways of using it. Such attitude creates a false illusion that the language is unique to all speakers and it should be used in only one way in any social situation. This study and intervention took place in a regular federal military school network located in Brasília, Distrito Federal. The vision generally attributed to this institution as attached to traditionalism needs to be cleared by the time the discipline demanded from the students when comes about concerning with the rules applied by the institution do not restrict the didactic used by the teachers while conducting classes. On the contrary the school has been looking to adequate its pedagogical practice to the new demands shaping its curriculum to the orientation of the National Curriculums Parameters allowing the teacher to restructure and reformulate his actions during the process of teaching and learning besides recognizing and working the linguistic variations in class. This research adopted the point of view that the linguistic diversity in the country cannot be ignored focusing that the language is a “social product of language college constituted by symbols which belong to a speech community; the interactional system that is part of the culture and categorize the natural world; heterogenic system capable of variation” (FROMM, Votec, 2012). Based in this perspective it is believed that the language is an interaction product and it is a constant changing process. So at the school environment it’s necessary to consider a critical vision over the theaching-learngin relation in Portuguese Language reforming strategies to deal with this reality promoting modifications on the involved behaviors (teacher and student) which are conscious that “the language is related to a subject’s cultural matter” (CRISTIANNI, 2011) amplify their linguistic conceptions and fight the preconception of the language. For that the present study developed in two ninth grade classes of middle school formed by students from several Brazilian states proposes activities focused specifically around a linguistic education as well as the inclusive form as the heterogenic aspect. This wealth from these students made possible the knowledge of other linguistic expressions vocabulary. The intervention proposal was applied in the shape of pedagogical shops making a way to integrate the theory to the practice. This theme’s approach had bases on theoretical assumptions from several authors. Among them Labov (1972, Bagno (1999; 2002; 2007), Bortoni-Ricardo (2004; 2005), Cyranka (2007), Faraco (2009), Azeredo (2009), Ilari & Basso (2007). It evaluates the knowledge built together by beeing shared among those involved in the process starting with the Reading of texts written by authors from different places around the country and others written in distinguished times from the exhibition of videos, to rearing lyrics. The activities proposed were compiled in a notebook which was presented in two versions: one for the teacher and the other one for the student. The result of the analizys of the data collected during the shops resulted in a glossary – containing the registration of current words and expressions used in each Brazilian region – and a vocabulary with the expressions applied in the military school.