Educação escolar: a linguagem como manifestação e representação simbólica-social do jovem

• Autor(a) principal: Alves, Mariana Santos
• Data de Publicação: 2024
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/41661
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Linguagem; Jovem; Ideologia; Escola; Sociolinguística; Language; Young; Ideology; School; Sociolinguistic

The school is a plural space, permeated by diversity, where, based on characteristics, social practices, and common interests, groups are formed. In the formation of these groups, language plays a fundamental role in representing the objectives of its members, as the relationship between society and language is inseparable. Language contributes to identity formation, given that the way an individual speaks is often used to define their social position; in other words, linguistic variations in different contexts are shaped by the social groups that use them. Due to the systemic culture that reinforces the banking model of education in schools, in which the educator takes the lead in the teaching and learning process while the student becomes a mere recipient, linguistic prejudice has become prevalent in classrooms. From this perspective, studies on the native language and the ways in which students speak have been conducted, emphasizing the need for schools to respect linguistic diversity and the manner in which students express themselves, as there are multiple ways to convey the same message (Bortoni-Ricardo, 2004, p. 15). This work aimed to investigate the use of language as a manifestation and social-symbolic representation of young people in the counter-hegemonic struggle and the role of the teacher in dismantling linguistic prejudice in schools. Drawing on sociolinguistic studies, the research sought to recognize the value of linguistic variants, especially in bridging the gap between education and the students' reality, and the use of language as an instrument of power. The scientific and socio-educational relevance of this research is primarily supported by the theoretical contributions of Bagno (2015), Blikstein (2003), Bernstein (1996), Bortoni-Ricardo (2004), Freire (1987, 1989, and 2002), and Labov (1972 and 2008)