PET de Língua Portuguesa para o 6º ano nas escolas públicas de Minas Gerais: um olhar crítico acerca da abordagem da análise linguística no contexto de ensino remoto

Abstract

This scientific article was prepared as a final product of the Course Completion Work of the Degree in Letters: Portuguese and Portuguese Language Literature of the Federal University of Uberlândia. In our study, whereas the Common National Curriculum Base (BNCC) proposes, in general competences of Basic Education, that students respect cultural knowledge and experiences through the exercise of citizenship, we start from the assumption that it is up to the teacher to encourage respect for the different linguistic varieties that compose the Portuguese language, rethinking traditional teaching practices. Based on that, we have based our research on contributions of Sociolinguistics to the teaching of Portuguese language (BAGNO, 2007; 2013; FARACO, 2008; 2011; 2022; BORTONI-RICARDO, 2004; 2011; 2013; CYRANKA, 2016), we aim to present a qualitative analysis of the four volumes of the 16th grade Tutored Education Plan (PET), for 2021, provided in the State of Minas Gerais in order to promoting emergency remote education, in the context of the pandemic resulting from the spread of the virus SARSCoV-2, which, as we know, put the whole country in lockdown mode, schools, among others, were closed as a result. The analysis of the material in question focused on the Portuguese language curricular component, specifically in the work with linguistic analysis line, looking for to observe if and how the skills expected in the BNCC, referent to the linguistic variation, were proposed and developed. After thorough reviews, we noticed that the skills provided in the Base that contemplate linguistic variation of the 16th grade are not present in the PET volumes analyzed. A single ability that could be cited, the EF69LP47, although it is indicated in the analyzed material, precisely at the point that contemplates variable aspects of the language, we observed that no activity proposed in the material contemplated such aspects. Considering this, we can conclude that the variationist approach to the language, based on linguistic heterogeneity and on the variable and dynamic aspects of the language in use, were neglected by the Portuguese language PET aimed at 6th grade students, in the year 2021, in public schools in Minas Gerais. This makes the fact that such a teaching approach proved to be contrary to what is guided by the BNCC, becaming so important to work on a pedagogy of linguistic variation in the public education of Minas Gerais, specially among those students who, in the context of remote teaching, did not have the opportunity to learn grammatical aspects of the language through a more contemporary perspective and in the same harmony with the guidelines of the BNCC.