Variação linguística e preconceito em escolas públicas e particulares de Corumbá - MS: uma abordagem sociolinguística.

• Autor(a) principal: JULIANA DE OLIVEIRA DOS SANTOS
• Data de Publicação: 2024
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/8382
• topic: Variação linguística; educação básica; preconceito linguístico; Corumbá - MS.; Letras

Linguistic variation is a natural phenomenon that occurs within a language. Its variations are perceived in the speech of its users, and this happens due to various factors, such as the region where the speaker lives, age group, social group, gender, ethnicity, among others. The failure to recognize the legitimacy of these variations contributes to the mistaken belief that there is a single language considered "correct" by grammatical norms, leading to the emergence of prejudice. Linguistic prejudice is a discriminatory practice that excludes and devalues the richness and plurality of linguistic variations. The purpose of the research is to investigate whether students are aware of linguistic variation and what their attitude is towards this fact, recording whether there is linguistic prejudice in the educational context explored, specifically in elementary and high school classes in Corumbá-MS. 64 students and 8 Portuguese language teachers from public and private schools participated in the research, including 2 schools in peripheral areas and 2 schools in the central area. The material used to support our hypotheses was a structured questionnaire to describe a diagnosis of the situation applied to students and teachers. The results indicate that both students from public and private schools, in elementary and high school, recognize linguistic diversity as a cultural element; however, there is still a need to strengthen educational practices that value linguistic variations and contribute to a more inclusive society. Regarding teachers, some demonstrated sociolinguistic training in the undergraduate course, showing knowledge about different ways of speaking, communicative adequacy, and teaching students that there is no single language, nor a more beautiful language than another, and that everyone should respect the way their interlocutors speak.