Sociolinguistic approach in collections approved by Plano Nacional do Livro Didático
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Entretextos |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29808 |
Resumo: | The linguistic heterogeneity is a reality that has been widely studied by Sociolinguistics. The knowledge of its importance led some of the researchers in the area to rethink the teaching of the Portuguese language in Brazil, because them consider only the cultured norm, discrediting other varieties. This new thinking is relevant to the pedagogy of linguistic variation, however, it is still possible to find both a lag in teaching and the existence of linguistic prejudice, so it is essential to approach the variation in the classroom, as suggested by the documents for teaching Portuguese. Therefore, this paper aims to identify, in the works approved by the National Textbook Program, of 2015, if there is a mention of linguistic variation and how this approach occurs in the activities that involve the teaching of mother tongue. For this, two collections of textbooks were selected, one for the final years of elementary school - grades 6 to 9 and the other for secondary education - from 1st to 3rd grade. Specific objectives are: (i) to verify if the National Textbook Program presents the orientation of the linguistic variation approach; (ii) to identify the linguistic variation approach in the objectives of Portuguese language teaching present in each school year of the textbooks analyzed; (iii) to analyze the collections based on the Lima (2014) studies. The analysis showed that there are already books that adequately address the theme of variation, but there is still a long way to go, because the collection destined for high school still presents gaps in this subject. |
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Sociolinguistic approach in collections approved by Plano Nacional do Livro DidáticoEnfoque sociolinguístico en colecciones aprobadas por el Plan Nacional del Libro DidácticoAbordagem sociolinguística em coleções aprovadas pelo Plano Nacional do Livro DidáticoSociolinguisticsPedagogy of linguistic variationTextbooks.SociolingüísticaPedagogía de la variaciónManuales didácticosSociolinguísticaPedagogia da variaçãoManuais didáticosThe linguistic heterogeneity is a reality that has been widely studied by Sociolinguistics. The knowledge of its importance led some of the researchers in the area to rethink the teaching of the Portuguese language in Brazil, because them consider only the cultured norm, discrediting other varieties. This new thinking is relevant to the pedagogy of linguistic variation, however, it is still possible to find both a lag in teaching and the existence of linguistic prejudice, so it is essential to approach the variation in the classroom, as suggested by the documents for teaching Portuguese. Therefore, this paper aims to identify, in the works approved by the National Textbook Program, of 2015, if there is a mention of linguistic variation and how this approach occurs in the activities that involve the teaching of mother tongue. For this, two collections of textbooks were selected, one for the final years of elementary school - grades 6 to 9 and the other for secondary education - from 1st to 3rd grade. Specific objectives are: (i) to verify if the National Textbook Program presents the orientation of the linguistic variation approach; (ii) to identify the linguistic variation approach in the objectives of Portuguese language teaching present in each school year of the textbooks analyzed; (iii) to analyze the collections based on the Lima (2014) studies. The analysis showed that there are already books that adequately address the theme of variation, but there is still a long way to go, because the collection destined for high school still presents gaps in this subject.Sociolinguística. El conocimiento de su importancia ha llevado a algunos investigadores a repensar la enseñanza del portugués en Brasil, porque hay muchos que consideran sólo el estándar de la norma, desprestigiando a otras variedades. Este nuevo pensamiento es relevante para la pedagogía de la variación linguística, sin embargo, todavía es posible encontrar tanto un desfase en la enseñanza como la existencia del prejuicio linguístico, por eso es esencial el enfoque de la variación en el aula, como se sugiere en los documentos oficiales para la enseñanza del idioma portugués. En este sentido, este trabajo objetiva identificar, en las obras aprobadas por el Programa Nacional del Libro Didáctico, de 2015, si hay la mención de la variación lingüística y cómo ocurre este abordaje en las actividades que involucran la enseñanza de lengua materna. Para ello, se seleccionó dos colecciones de libros didácticos, una destinada a los años finales de la enseñanza fundamental - del 6 al 9 ° año - y la otra a la enseñanza media - de la 1ª a 3ª serie. Como objetivos específicos, se delimitan: (i) comprobar si el Pnld presenta la orientación del abordaje de la variación lingüística; (II) identificar el enfoque de la variación lingüística en los objetivos de la ensenãnza de lengua portuguesa en cada ciclo escolar de los coleciones de libros didácticos analizados, (iii) analizar las colecciones basándose en los estudios de Lima (2014). El análisis demostró que ya hay libros que abordan de manera adecuada la temática de la variación, pero todavía hay un largo camino por recorrer, porque la colección destinada a la enseñanza media aún presenta deficiencias en lo referente a esta cuestión.A heterogeneidade linguística é uma realidade que vem sendo amplamente estudada pela Sociolinguística. O conhecimento de sua importância conduziu alguns dos pesquisadores da área a repensar o ensino da língua portuguesa no Brasil, pois há muitos que consideram apenas a norma-padrão, desprestigiando outras variedades. Esse novo pensamento é relevante para a pedagogia da variação linguística, no entanto, ainda é possível encontrar tanto uma defasagem no ensino quanto a existência do preconceito linguístico, por isso torna-se imprescindível a abordagem da variação em sala de aula, como sugerem os documentos oficiais para o ensino de língua portuguesa. Diante disso, este trabalho objetiva identificar nas obras aprovadas pelo Programa Nacional do Livro Didático, de 2015, se há a menção da variação linguística e como ocorre esta abordagem nas atividades que envolvem o ensino de língua materna. Para tanto, selecionou-se duas coleções de livros didáticos, uma destinada aos anos finais do ensino fundamental – do 6° ao 9° ano – e a outra ao ensino médio – da 1a a 3a série. Como objetivos específicos, delimitam-se: (i) verificar se o Pnld apresenta a orientação da abordagem da variação linguística; (ii) identificar nos objetivos do ensino de língua portuguesa a abordagem da variação linguística em cada ciclo escolar, (iii) analisar as coleções tendo por base os estudos de Lima (2014). A análise demonstrou que já há livros que abordam de maneira adequada a temática da variação, porém ainda há um longo percurso a percorrer, pois a coleção destinada ao ensino médio ainda apresenta lacunas quanto a este assunto.Universidade Estadual de Londrina2017-11-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/2980810.5433/1519-5392.2017v17n2p29Entretextos; v. 17 n. 2 (2017); 29 - 532764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29808/23672Copyright (c) 2017 Entretextosinfo:eu-repo/semantics/openAccessSemczuk, Wéllem Aparecida de FreitasAssis, Álida Laryssa Espozettti deMarques, Taciane Marcelle2021-03-01T19:26:46Zoai:ojs.pkp.sfu.ca:article/29808Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-03-01T19:26:46Revista Entretextos - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Sociolinguistic approach in collections approved by Plano Nacional do Livro Didático Enfoque sociolinguístico en colecciones aprobadas por el Plan Nacional del Libro Didáctico Abordagem sociolinguística em coleções aprovadas pelo Plano Nacional do Livro Didático |
title |
Sociolinguistic approach in collections approved by Plano Nacional do Livro Didático |
spellingShingle |
Sociolinguistic approach in collections approved by Plano Nacional do Livro Didático Semczuk, Wéllem Aparecida de Freitas Sociolinguistics Pedagogy of linguistic variation Textbooks. Sociolingüística Pedagogía de la variación Manuales didácticos Sociolinguística Pedagogia da variação Manuais didáticos |
title_short |
Sociolinguistic approach in collections approved by Plano Nacional do Livro Didático |
title_full |
Sociolinguistic approach in collections approved by Plano Nacional do Livro Didático |
title_fullStr |
Sociolinguistic approach in collections approved by Plano Nacional do Livro Didático |
title_full_unstemmed |
Sociolinguistic approach in collections approved by Plano Nacional do Livro Didático |
title_sort |
Sociolinguistic approach in collections approved by Plano Nacional do Livro Didático |
author |
Semczuk, Wéllem Aparecida de Freitas |
author_facet |
Semczuk, Wéllem Aparecida de Freitas Assis, Álida Laryssa Espozettti de Marques, Taciane Marcelle |
author_role |
author |
author2 |
Assis, Álida Laryssa Espozettti de Marques, Taciane Marcelle |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Semczuk, Wéllem Aparecida de Freitas Assis, Álida Laryssa Espozettti de Marques, Taciane Marcelle |
dc.subject.por.fl_str_mv |
Sociolinguistics Pedagogy of linguistic variation Textbooks. Sociolingüística Pedagogía de la variación Manuales didácticos Sociolinguística Pedagogia da variação Manuais didáticos |
topic |
Sociolinguistics Pedagogy of linguistic variation Textbooks. Sociolingüística Pedagogía de la variación Manuales didácticos Sociolinguística Pedagogia da variação Manuais didáticos |
description |
The linguistic heterogeneity is a reality that has been widely studied by Sociolinguistics. The knowledge of its importance led some of the researchers in the area to rethink the teaching of the Portuguese language in Brazil, because them consider only the cultured norm, discrediting other varieties. This new thinking is relevant to the pedagogy of linguistic variation, however, it is still possible to find both a lag in teaching and the existence of linguistic prejudice, so it is essential to approach the variation in the classroom, as suggested by the documents for teaching Portuguese. Therefore, this paper aims to identify, in the works approved by the National Textbook Program, of 2015, if there is a mention of linguistic variation and how this approach occurs in the activities that involve the teaching of mother tongue. For this, two collections of textbooks were selected, one for the final years of elementary school - grades 6 to 9 and the other for secondary education - from 1st to 3rd grade. Specific objectives are: (i) to verify if the National Textbook Program presents the orientation of the linguistic variation approach; (ii) to identify the linguistic variation approach in the objectives of Portuguese language teaching present in each school year of the textbooks analyzed; (iii) to analyze the collections based on the Lima (2014) studies. The analysis showed that there are already books that adequately address the theme of variation, but there is still a long way to go, because the collection destined for high school still presents gaps in this subject. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-11-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29808 10.5433/1519-5392.2017v17n2p29 |
url |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29808 |
identifier_str_mv |
10.5433/1519-5392.2017v17n2p29 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29808/23672 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Entretextos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Entretextos |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
dc.source.none.fl_str_mv |
Entretextos; v. 17 n. 2 (2017); 29 - 53 2764-0809 1519-5392 reponame:Revista Entretextos instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Revista Entretextos |
collection |
Revista Entretextos |
repository.name.fl_str_mv |
Revista Entretextos - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br |
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1799315388925739008 |