SUSTAINABLE ROUTES FOR THE TEACHING OF THE MOTHER LANGUAGE IN THE INITIAL SERIES

• Autor(a) principal: Araújo, Maria Zenaide Farias de
• Data de Publicação: 2018
• Outros Autores: Santos, Janete S., Difabio, Elbia Haydée
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Observatório
• Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/5128
• topic: Sustainable Linguistic Education; Teacher training; Teacher’s Pedagogical Practice; Lexicon; Teaching; Sustainable Linguistic Education; Teacher training; Teacher’s Pedagogical Practice; Lexicon; Teaching; Educación Linguística Sustentable; Formación Docente; Práctiva Pedagógica Docente; Léxico; Enseñanza; Educación Linguistica Sutentable; Formación Docente; Práctica Pedagógica Docente; Léxico; Enseñanza; Educación Lingüística Sustentable; Formación Docente; Práctiva Pedagógica Docente; Léxico; Enseñanza; Educación Lingüística Sustentable; Formación Docente; Práctica Pedagógica Docente; Léxico; Enseñanza

The authors situate this research within the present educational changes that involve the practice of the teacher-pedagogue, as far as linguistic education is concerned, from the following problems: 1) How do 4th grade teachers of the elementary education incorporate concepts of language teaching as a set of varieties? 2) How would they use a specific lexicon about Amapaense’s discourse, to treat the notion of language as a set of varieties, considering the paradigm of sustainability in language education? In order to solve these problems, the following general objective was developed: -Analyze the teacher’s discourse about the practice of language instruction on linguistic variation at the 4th grade of the elementary education, based on the use of a specific lexicon of local discourse, considering the paradigm of sustainability in language teaching. To achieve this objective, an exploratory-analytical investigation was made, as well as a qualitative methodology of interpretative essence. The object’s specificity requires, in this case, the use of the theoretical-methodological contribution given by the Variance Sociolinguistics (VS), the Sociolinguistic Education (SE), and the sustainability in education, supported by Hargreaves and Fink, in addition to the United Nations Educational, Scientific and Cultural Organization (UNESCO), among others. For the speeches’ analysis, cutouts from the National Curricula Parameters for the Elementary Education and the Pedagogy Course Project from the Federal University of Amapá (UNIFAP) were used. For information collection, we opted for semi-structured interviews and data triangulation, documentary discourses and the generated material from the field work. Summarized hypotheses: i) pedagogical practices for language learning favor the depth, breadth and duration dimensions of educational sustainability; ii) despite the existence of specific works on the local discourse, within the State’s linguistic education there is not concern about teaching (or reflecting about the mother tongue), from local to universal/national, as suggested by the official documents.