Língua e diversidade

Detalhes bibliográficos
Autor(a) principal: Silva, Jacson Baldoino
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Falange Miúda
Texto Completo: http://www.falangemiuda.com.br/index.php/refami/article/view/426
Resumo: This article aims to present the result of a qualitative research carried out with teachers of Basic Education in which it was sought to verify how they conceive the teaching of Portuguese Language. Taking as a theoretical-methodological framework the Educational Sociolinguistics (BORTONI-RICARDO, 2004, 2005, 2014) and considering the contributions of the multiculturalism to education (CANDAU, 2008), we analyzed the responses given to the questionnaire applied to nine teachers participating in the Language area through WhatsApp. The questions were about their training and teaching practice. Most teachers still conceive of teaching Portuguese as the teaching of normative grammar, but some recognize the linguistic diversity, assuming that teaching must start from the variety used by students, and report the importance of continuing education. The research showed that there is still a lot to do in the field of sociolinguistic activism in order to respect linguistic variation and to fight prejudice, also linguistic, at school.
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spelling Língua e diversidadeThis article aims to present the result of a qualitative research carried out with teachers of Basic Education in which it was sought to verify how they conceive the teaching of Portuguese Language. Taking as a theoretical-methodological framework the Educational Sociolinguistics (BORTONI-RICARDO, 2004, 2005, 2014) and considering the contributions of the multiculturalism to education (CANDAU, 2008), we analyzed the responses given to the questionnaire applied to nine teachers participating in the Language area through WhatsApp. The questions were about their training and teaching practice. Most teachers still conceive of teaching Portuguese as the teaching of normative grammar, but some recognize the linguistic diversity, assuming that teaching must start from the variety used by students, and report the importance of continuing education. The research showed that there is still a lot to do in the field of sociolinguistic activism in order to respect linguistic variation and to fight prejudice, also linguistic, at school.Este artigo, tem como objetivo apresentar o resultado de uma pesquisa qualitativa realizada com professores da Educação Básica em que se buscou verificar como concebem o ensino de Língua Portuguesa. Tomando como quadro teórico-metodológico a Sociolinguística Educacional (BORTONI-RICARDO, 2004, 2005, 2014) e considerando as contribuições do multiculturalismo para a educação (CANDAU, 2008), foram analisadas as respostas dadas ao questionário aplicado a nove professores participantes da área de Letras pelo WhatsApp. As perguntas versaram sobre a sua formação e a sua prática docente. A maioria dos professores ainda concebe o ensino de Língua Portuguesa como o ensino da gramática normativa, mas alguns reconhecem a diversidade linguística, assumindo que o ensino deve partir da variedade usada pelos alunos, e relatam a importância de uma formação continuada. A pesquisa evidenciou que ainda há muito o que fazer no campo do ativismo sociolinguístico para que seja respeitada a variação linguística e para que se combata o preconceito, também linguístico, na escola.Falange Miúda - Revista de Estudos da Linguagem2022-08-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDossiê Temáticoapplication/pdftext/htmlhttp://www.falangemiuda.com.br/index.php/refami/article/view/426Falange Miúda - Revista de Estudos da Linguagem; v. 7 n. 1 (2022): VI Fórum de Estudos Linguísticos do Ceará - VI FELCE; 104-1212525-5169reponame:Revista Falange Miúdainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttp://www.falangemiuda.com.br/index.php/refami/article/view/426/527http://www.falangemiuda.com.br/index.php/refami/article/view/426/528Copyright (c) 2022 Falange Miúda - Revista de Estudos da Linguagemhttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSilva, Jacson Baldoino2022-08-11T22:57:41Zoai:ojs2.br536.teste.website:article/426Revistahttp://www.falangemiuda.com.br/index.php/refamiPUBhttp://www.falangemiuda.com.br/index.php/refami/oaicaobenassi@hotmail.com contato@falangemiuda.com.br2525-51692525-5169opendoar:2022-08-11T22:57:41Revista Falange Miúda - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Língua e diversidade
title Língua e diversidade
spellingShingle Língua e diversidade
Silva, Jacson Baldoino
title_short Língua e diversidade
title_full Língua e diversidade
title_fullStr Língua e diversidade
title_full_unstemmed Língua e diversidade
title_sort Língua e diversidade
author Silva, Jacson Baldoino
author_facet Silva, Jacson Baldoino
author_role author
dc.contributor.author.fl_str_mv Silva, Jacson Baldoino
description This article aims to present the result of a qualitative research carried out with teachers of Basic Education in which it was sought to verify how they conceive the teaching of Portuguese Language. Taking as a theoretical-methodological framework the Educational Sociolinguistics (BORTONI-RICARDO, 2004, 2005, 2014) and considering the contributions of the multiculturalism to education (CANDAU, 2008), we analyzed the responses given to the questionnaire applied to nine teachers participating in the Language area through WhatsApp. The questions were about their training and teaching practice. Most teachers still conceive of teaching Portuguese as the teaching of normative grammar, but some recognize the linguistic diversity, assuming that teaching must start from the variety used by students, and report the importance of continuing education. The research showed that there is still a lot to do in the field of sociolinguistic activism in order to respect linguistic variation and to fight prejudice, also linguistic, at school.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.falangemiuda.com.br/index.php/refami/article/view/426
url http://www.falangemiuda.com.br/index.php/refami/article/view/426
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://www.falangemiuda.com.br/index.php/refami/article/view/426/527
http://www.falangemiuda.com.br/index.php/refami/article/view/426/528
dc.rights.driver.fl_str_mv Copyright (c) 2022 Falange Miúda - Revista de Estudos da Linguagem
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Falange Miúda - Revista de Estudos da Linguagem
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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dc.publisher.none.fl_str_mv Falange Miúda - Revista de Estudos da Linguagem
publisher.none.fl_str_mv Falange Miúda - Revista de Estudos da Linguagem
dc.source.none.fl_str_mv Falange Miúda - Revista de Estudos da Linguagem; v. 7 n. 1 (2022): VI Fórum de Estudos Linguísticos do Ceará - VI FELCE; 104-121
2525-5169
reponame:Revista Falange Miúda
instname:Universidade Estadual Paulista (UNESP)
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instacron_str UNESP
institution UNESP
reponame_str Revista Falange Miúda
collection Revista Falange Miúda
repository.name.fl_str_mv Revista Falange Miúda - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv caobenassi@hotmail.com contato@falangemiuda.com.br
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