Língua e diversidade
Autor(a) principal: | |
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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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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 Dossiê Temático |
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 text/html |
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) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
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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1782102752017514496 |