Variação linguística no livro didático de língua portuguesa: análise da coleção 'tecendo linguagens' (2018) e proposta de atividades por meio das tecnologias digitais

Abstract

This research aims to develop a reflection on the importance of studying linguistic variation within the educational context, highlighting its role in promoting the recognition and appreciation of linguistic diversity, which is an integral part of our cultural identity. In this regard, we analyze how this important concept is treated in the Portuguese Language textbook, specifically in the Tecendo Linguagens collection, which is the most widely distributed material by the National Textbook Program (PNLD) for schools in our country and is intended for the final years of elementary education, from 6th to 9th grades. To achieve this, we examine the frequency of issues related to linguistic variation and investigate which types of variations are explored in these activities. Furthermore, we analyze how this topic is addressed in the suggested activities, based on the five main questions from Bagno's (2007) framework for textbook analysis. Our theoretical framework is built on a documentary analysis of the main guiding documents of Basic Education, namely: the National Education Guidelines and Framework Law, the National Curriculum Parameters, the National Curriculum Guidelines, and the Common National Curriculum Base. Likewise, we conduct studies on the main assumptions related to Sociolinguistics, the history of textbooks in Brazil, and the program dedicated to their distribution, the PNLD. In this context, our theoretical foundation is supported by Bagno (2006, 2007, 2013), Bortoni-Ricardo (2005), Cyranka (2007, 2015), Faraco (2008), Ilari and Basso (2014), Antunes (2003), Faraco and Zilles (2015), Matta (2002), Nunes (2007), Fischer (2007), Marcuschi and Xavier (2010), Sartori and Soares (2013), among others. With the intention of promoting pedagogical activities that expand the understanding of linguistic variation and encourage the appreciation of our language, our research also highlights the use of technological tools applied to teaching, especially in the study of linguistic variation. For this purpose, we propose practical activities through the web page Na trilha da variação, available at: https://natrilhadavariacao.com.br/, accessible to teachers, students, and other interested parties. Our research findings indicate that, often, the textbook treats linguistic variation superficially, limiting it to regional stereotypes or associating it with rural speech or less-educated speakers. This reflects a traditionalist approach to teaching that privileges the standard norm, making students feel insecure about language use, as what is experienced in school is quite different from everyday language use. We aim to contribute to the emerging need for reflective studies on our language and its diversity.