A presença das variações linguísticas nos livros didáticos de língua portuguesa

Abstract

In this paper, we analyze how the linguistic variations are treated in two Portuguese Language Textbooks, more precisely in the volumes directed to students of the 6th year of primary schools in the public network. For that, we selected, as research material, the book Português Linguagem, authored by William Cereja and Thereza Cochar (2015) and the book Vontade de saber Português, by Rosemeire Alves and Tatiane Brugnerotto (2012). For the analysis, we followed the criteria established by the Programa Nacional do Livro Didático (PNLD) and the Parâmetros Curriculares Nacionais (PCN). The justification is manifested by the importance of a deeper knowledge of the textbooks being used in schools and the need to address, in a continuous and reflective way, the linguistic diversity in the school context. The research had as main parameters the studies of Bagno (1999,2007), Bortoni - Ricardo (2004, 2005) and Irandé Antunes (2007). The results show that the regional and social linguistic variations occupy few spaces in the analyzed textbooks, because the concern of these teaching instruments still focuses on normative and prescriptive exercises, of right and wrong, of language use. Keywords: Linguistic Variation; Textbook; Portuguese Language.