A pesquisa sociolinguística na educação básica: contribuições para a formação do aluno-pesquisador da própria língua

Abstract

This dissertation presents a qualitative methodological approach, of an applied nature, supported by bibliographical and documental research (National Common Curriculum Base - BNCC), as Gerhardt and Silveira (2009). According to research by researcher Bortoni-Ricardo (2005), even given the heterogeneous and variable character of natural languages, for many Brazilian teachers of Portuguese language, it is still difficult to recognize linguistic variation as something that happens, naturally, in all languages in use. When we observe the way in which Portuguese language teaching has been developed in the classroom - based on a homogeneous perspective of language, therefore disconnected from the language in use -, we believe that it is essential to contribute to the reversal of this situation. Faced with this challenge, from a variationist approach to the language and based on the fundamentals of Labovian Sociolinguistics, Educational Sociolinguistics, the Pedagogy of Linguistic Variation and also the contributions of Scientific Literacy, we designed a didactic proposal, aimed at students of the innovative final years. Fundamental II. In this proposal, based on the language in use, we developed a step by step - aimed at the student and also the teacher - for the development of sociolinguistic research in the classroom, under the guidance of the Portuguese language teacher, with a view to creating opportunities to students, a leading role in the process of learning the Portuguese language, in a dynamic, reflective and challenging way. With this, we believe that we have, in fact, contributed to the construction of more important, modern teaching practices in Portuguese language, in tune with the guidelines provided by the BNCC, in addition to collaborating with the training of researched students in their own language.