Castro, Franklin Roosevelt M. deMedeiros, Cassius Clay de Almeida2022-05-032024-09-122022-05-022022-05-032019-08-01https://ri.uea.edu.br/handle/riuea/5436In this article, the objective was to analyze how is the approach in relation to Linguistic Variation, in a collection of Portuguese Language Textbooks from the last years of Elementary School (6th to 9th grade) entitled “Português – Linguagens” (CEREJA; COCHAR, 2015), checking what are the guidelines and clarifications on Linguistic Variation, notions of Diatopic, Diastratic, Diphasic Variations and Linguistic Prejudice. It was also verified what are the guidelines that the National Curricular Parameters (PCN), the National Textbook Guide (PNLD) and the National Curricular Common Base (BNCC) mention on this topic. The researched collection of Textbooks of Portuguese Language is used by teachers of a School of the State Teaching Network in the municipality of Maués. This research has as theoretical references: Linguistics and Sociolinguistics (ALKIMIM, 2001; MARTELOTTA, 2011; CEZARIO and VOTRE, 2011; Bagno 2007) and Sociolinguistic Research (TARALLO, 2007) among others. The research focused on the “Linguistic Knowledge” section of the books that specifically address this topic. Based on the analyzes carried out, it became evident that the approach is centered on the 6th grade book. In the other books, the approach is shortened with some additions. In this way, the researched collection shows consonance with the indications that the PCN and the BNCC inform about how this subject should be approached in elementary school.Acesso AbertoSociolinguísticaVariação LinguísticaLivro DidáticoTrabalho de Conclusão de Curso