Monitoramento linguístico: uma proposta de ensino baseada na sociolinguística educacional a partir dos pronomes pessoais

Abstract

This dissertation is the result of a Professional Masters in Letters research – ProfLetras. It stemmed from the perception of how language teaching uses pronouns in the accusative case in written and oral language, which was perceived by becoming aware of the differences in the structures used in Brazilian Portuguese according to Martins (2007 and 2015). The research was conducted in a public school in Distrito Federal, in the administrative region of Recanto das Emas, in a class of thirty 9th grade students of which fifteen participated. The goal was for the participants to have, when the research process is over, awareness that there are different ways to communicate and that the level of formality in the language depends on how monitored the usage scenario is. Such topics were discussed by Bortoni-Ricardo’s (2005) research. It is also important to adhere to the concepts of norm discussed by Faraco (2008), the studies of language variation of Coelho (2015) and stylistic variation according to both Severo (2014) and Da Hora (2014). The active research methodology (Thiollent, 1992) was chosen and data collecting was done with a language workbook during three workshop sessions. Each of these highlighted how the Portuguese language – especially how it is used in Brazil – can be tailored to each usage scenario. During the process – and the results clearly show it – we were able to see that, alongside the activities suggested by the teacher-researcher and the insight offered by the students, the Cartesian idea of “right” and “wrong” was deconstructed when it comes to direct objects and the use of accusative pronouns in the third person. The idea, thus, was creating a repertoire of pronoun usage, going against the stigmatizing of “right” and “wrong, which favors social stratification and fosters linguistic prejudice according to both Bagno (1999) and Bortoni-Ricardo (2005).