Trabalhando a autoestima linguística na EJA: um trabalho à luz da pedagogia da variação linguística

Abstract

The work with students of Youth and Adult Education (hereinafter EJA) should take into account that EJA students come from an economic class that implies several restrictions, including non-inclusion in the regular school model. Such students often have a distorted self-image permeated by insecurity and personal devaluation. Thus, Portuguese language teaching designed for such students should go beyond the formal aspects of reading and writing, requiring teachers to take actions that encourage the improvement of the student's linguistic self-esteem, in view of a more active participation and reflective of Portuguese language teaching. Such teaching should contemplate practices that value their previous linguistic knowledge and of the world, thus valuing the linguistic varieties that already dominate as native speakers of the Portuguese language. The learner should be considered as a social subject and the school should encourage activities that promote the development of students' communicative competence, helping these learner to appropriate multiple skills that provide them with a conscious use of the language in relation to society; use, sensitive to linguistic variation. In this context, the research in question aims to assess whether the (re) knowledge of the linguistic variation by the pupil can positively influence the linguistic self-esteem of the students of the EJA, as defended in Educational Sociolinguistics from the perspective of the Pedagogy of Linguistic Variation. Enable learning conditions so that one can (re) know that the language is a heterogeneous and dynamic entity and that therefore there is no "right language" as opposed to a "wrong language", but different uses of the language, adapted to the contexts of use, is essential for a consistent and conscious learning of the Portuguese language. The research was carried out with seniors of elementary school from a municipal public school in the city of Caldas Novas-GO. Initially a bibliographical research on the proposed theme was carried out. Then, activities were developed in the form of group dynamics, which were developed in the classroom. Later, before the application of the activities of the didactic intervention, a questionnaire of beliefs and linguistic attitudes was applied (Cf. Santos, 2016; Frasson, 2016), in order to measure the level of linguistic self-esteem of the students who participated in the research, based on the linguistic beliefs and attitudes observed by the questionnaire analysis. Subsequently, the proposal was applied and its results analyzed, in order to detect the relevance of the proposed activities, as well as the need for possible adjustments. The questionnaire on linguistic beliefs and attitudes was also applied at the end of the didactic intervention proposal, in order to evaluate whether or not the intervention proposal contributed to the elevation of the linguistic self-esteem of the students participating in the research. As a final research product, we elaborated an activity book composed of the dynamics conceived and applied by the teacher-researcher during the research, with a view to publication. With this, it is intended to contribute, among others, to the didactic transposition of knowledge from the area of linguistic variation to Portuguese-language elementary education in the EJA.