INSTITUTO DE ESTUDOS DA LINGUAGEM

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https://repositorio.ufcat.edu.br/handle/tede/5
O Instituto de Estudos da Linguagem é atualmente composto por 02 (dois) cursos de graduação: Letras - Português e Letras - Português/Inglês e 2 (dois) Programa de pós-graduação stricto sensu: Mestrado em Estudos da Linguagem e Doutorado em Estudos da Linguagem. Este Instituto compõem a estrutura da Universidade Federal de Catalão.

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    A abordagem da variação e mudança linguísticas no ensino médio: dos documentos oficiais às perspectivas de professores
    (Universidade Federal de Goiás, 2020-08-07) Alves, Diogo de Campos; Xavier, Vanessa Regina Duarte; http://lattes.cnpq.br/8615393836970411; Xavier, Vanessa Regina Duarte; Paula, Maria Helena de; Arruda, Niguelme Cardoso
    Linguistic heterogeneity is an undeniable reality, being an extremely important assumption for a context of democratic and reflective teaching of the Portuguese language (LP). However, it has questioned its approach in the regular LP teaching, due to the historical space of traditional grammar in the school context. In light of this, this master´s dissertation had the purpose of analyzing and problematizing the space of the linguistic variation and change approach, referred as socio-historical aspects of the language, in the high school of public colleges in Catalão-GO. For this purpose, it was carried out the analyses of three corpora: (i) official teaching documents, namely LDB (BRASIL, 1996), PCNEM (BRASIL, 2000), BNCC (BRASIL, 2017) and the Currículo Referência de Educação do Estado de Goiás (GOIÁS, 2012); (ii) two textbooks collections approved by PNLD (BRASIL, 2018) and used by the participants of this research; and (iii) qualitative questionnaire, with thirteen questions, applied to six public school teachers in the city of Catalão-GO. Supported on the discussions of Educational Sociolinguistics (BORTONI-RICARDO, 2004; 2005) and the pedagogy of linguistic variation (FARACO, 2008), we seek to debate the importance of addressing the socio-historical aspects in the corpora mentioned and the barriers identified in them. The starting point of the analyzes undertaken was the conception of language present in each corpus under analysis, based on the course of linguistic and grammatical studies, according on different theorists, such as Martellota (2015), Soares (2002; 1998), Ilari (2009; 2011), among others. The results show that the linguistic variation approach is more present in the corpora, in relation to the linguistic change, which, in most cases, proved to be inexpressive. Nevertheless, the sociolinguistic processes do not assume a significant dimension, receiving a concise and undistinguished treatment both in official documents, exception to the BNCC and PCN+, in the textbooks and in the perception of participating teachers. As a result, it is deemed necessary to expand and improve the space of socio-historical aspects in the teaching of LP, empowering the professor to deal with the linguistic and social heterogeneity present in the classroom.