“Você [não] é o que fala ― a escolha é sua”: a construção de um livro paradidático interativo para diagnose e desconstrução do preconceito linguístico

• Autor(a) principal: Carvalho, Mônica de Azevedo Rodrigues Paulo de
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18296
• topic: Sociolinguistic divulgation; Pedagogy of linguistic variation; Diagnosis of linguistic beliefs; Diagnosis of written record; Divulgação sociolinguística; Pedagogia da variação linguística; Diagnose de crenças linguísticas; Diagnose de registro escrito; Sociolinguística; Linguagem; Preconceitos; Livros didáticos; Língua portuguesa – Português escrito - Brasil; Pedagogia crítica; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This thesis was driven by the path of action research (TRIPP, 2005) by the desire to create, in the academic environment, an innovative sociolinguistic divulgation material that echoed not only the voice of the university, but that shared the protagonism with society. The method of collaborative dialogue transformed students from the final years of elementary school who attend a municipal school in the west of Rio de Janeiro into research participants, thus, they played an active role in demand identification; in the search for some solution and in its implementation. With the dialogue, the gap related to mother tongue teaching was detected by the manifestation of the students' prejudiced view regarding stigmatized variants; which is perpetuated by the scarcity of didactic materials that foster reflection on linguistic diversity, with predominant texts employing prestigious norms that limit pedagogical practice (VIEIRA E DURVAL, 2017; MORAIS et al, 2017). Considering these gaps, in partnership with the students, the construction of the book “You are [not] what you speak - the choice is yours” was conceived in order to contribute to the demand for proposals and teaching materials that integrate the pedagogy of linguistic variation to the school routine (BORTONI- RICARDO, 2005; FARACO E ZILLES, 2015; BRASIL, 2017). The legitimacy of a paradidactic book as a product of a thesis is guaranteed by the principle of inseparability between teaching, research and extension (BRASIL, 1988) since the book is the result of academic research carried out both at the university and in society, with a focus to contribute to teaching. “You are [not] what you speak - the choice is yours” is characterized not only as a book of sociolinguistic divulgation, but mainly as a diagnostic tool through which the teacher can make an analysis of the written record of their student and their linguistic beliefs. As it is an interactive book, the reader has the autonomy to decide the reactions of the characters, guiding the direction of the narrative. Such decisions are signaled and justified in the advisor's spaces, pages reserved for the reader's interaction with the work. All the choices proposed in these spaces arise through conflicts in which a character needs to react when exposed to attitudes of linguistic prejudice motivated by the use of a certain linguistic variant. Therefore, from the analysis of the choices and justifications made by the student, a diagnostic model was proposed through which the teacher can identify his linguistic beliefs (CYRANKA, 2007) and the diagnostic model created by Bortoni-Ricardo (2005) was applied in order to identify linguistic aspects to be inserted in the pedagogical planning. In addition to serving as diagnostic and sociolinguistic divulgation material, the work also presents a secondary role of paradidatical material through which the educator will be able to implement the pedagogy of linguistic variation in the school routine (a) guiding reflections on the language, presenting some concepts sociolinguistics subtly present in the characters' statements, such as the recognition of linguistic diversity and identity, the demystification of common sense thoughts, and the deconstruction of linguistic prejudice; and (b) include contrastive analysis in their pedagogical practice in such a way that language teaching starts from the linguistic variants identified in student writing.