Linguistic variation and the Portuguese Language students’ protagonism: a look at linguistic beliefs

• Autor(a) principal: Santos, Douglas Afonso dos
• Data de Publicação: 2024
• Outros Autores: Ruiz, Silvia Helena de Freitas, Almeida, Joyce Elaine de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Acta Scientiarum. Language and Culture (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/70199
• topic: language course; teacher training; linguistic heterogeneity.; curso de letras; formação de professores; heterogeneidade linguística.

Portuguese Language teaching in Basic Education is a challenge for professionals who graduate in Language and Literature courses. Despite the publication of documents such as the National Common Curricular Base (Brasil, 2017), it is evident that classroom practice still largely adheres to grammatical traditionalism. Thus, based on the presupposition that the manner these teachers conceive language influences their teaching approach, we aim to analyze the linguistic beliefs of undergraduate students in the Literature and Portuguese Language courses at the State University of Londrina (UEL), using as theoretical framework the Educational Sociolinguistics principles (Bortoni-Ricardo, 2005) and the Linguistic Attitudes studies (Lambert & Lambert, 1981). The methodological aspects involve a qualitative data method of analysis, applying a linguistic beliefs test adapted from Santos (2022). Related to the research participants, we selected undergraduate students of the first and last year of the course, in order to verify certain beliefs construction and deconstruction processes. In general, the results prove that students modify some thoughts and linguistic beliefs throughout the course, primarily those related to the correlation between linguistic variation and teaching.