Variação linguística: respeito e tolerância em duas Escolas do Município de Tabatinga-Am

Abstract

The teaching of the Portuguese language needs to lead the teacher to understand the multiplicity of practices and use of the language, as it is in the Portuguese language classes that he is offered tools that direct him to analyze the respect and use of the language in life and in society. Given the above, the initiative of this project was to demystify the notion of right and wrong, in order to minimize prejudice in the face of linguistic variations. Introducing students to these variations that occur with the language are essential for them to understand these differences and be able to rewrite speech passing it from the standard language, Bagno (2003) “is the practice of the language in a social environment considered cultured, taking based on people with complete higher education and residents of urban centers” for the non-standard, Bagno (2003) “variants of the Portuguese language practiced by individuals who did not have access to the standard language”. Assuming that it is feasible to learn and describe variation, and that variation is extremely linked to structural and social factors, it was possible to observe that, however, there is still a lot of prejudice in the face of Portuguese Language Variations, on the part of students in contrast to individuals who make use of the Standard Norm, according to Bagno (2015) “an idealized model of the “right” language described and prescribed by the normative grammatical tradition”. Therefore, a new teaching possibility must be given priority, and thus fight against any and all prejudiced manifestations with speakers who make use of variations inside and outside educational institutions. The theoretical framework on which this work is based is based on Bagno (2002, 2003, 2015), Bartoni-Ricardo (2005), Cagliari (1990), Faraco (2008), Malheiros (2011), PCNs (1998), PCEM ( 1999) Perini (2007), Rojo (2000), Tarallo (1994) and Votre (2008).