The treatment of linguistic variation in Pedagogy courses in Brazil: what do PPCs have to say?

• Autor(a) principal: Santos, Douglas Afonso dos
• Data de Publicação: 2023
• Outros Autores: Ruiz, Silvia Helena de Freitas, Almeida, Joyce Elaine de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Domínios de Lingu@gem
• Texto Completo: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/69649
• topic: Diversidade linguística; Formação de professores; Grades curriculares; Linguistic diversity; Teacher training; Curriculum grids

The work with the Portuguese Language, in the school context, begins in the early years of elementary school, with teachers whose academic training is not necessarily in Language, which explains some limitations that these professionals may have. In this perspective, based on the hypothesis that Pedagogy courses do not have a curriculum that aims at the theoretical deepening of themes concerning language, the objective of this research was to investigate whether and how the treatment of linguistic variation in ten of these courses offered by federal and state public universities in the five Brazilian regions has been done, using the theoretical contribution of Educational Sociolinguistics (BORTONI-RICARDO, 2005) and authors who deal with the historical context of the Pedagogy course in Brazil. With regard to methodology, the technical procedure of documentary research was carried out under a qualitative approach, conceiving the Pedagogical Projects as an object of study. The analysis of the material was guided by a script composed of four questions, making it possible to infer that the courses, for the most part, do not have disciplines focused on the discussion of linguistic variation. Therefore, many pedagogues, in their initial training, do not acquire the basic knowledge required for BNCC recommendations on this subject.