Variedade linguística : cultura da escola e prática pedagógica
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2017
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Fundamentado na sociolinguística educacional este trabalho apresenta resultados de uma pesquisa cujo objetivo foi analisar como a escola enfrenta a variedade linguística do seu público no ensino da língua portuguesa. Para realizar esta investigação a metodologia foi mista, qualitativa e quantitativa, através de questionários e entrevistas; os sujeitos foram professores e estudantes de uma escola da rede municipal de Garanhuns, no estado de Pernambuco. O suporte teórico elencou as categorias: Variedade Linguística, Cultura da Escola e Prática Pedagógica, destacando-se os autores Bortone Ricardo (2007), Bagno (1999,2002), Bakhtin (2009/2012), Bourdieu (1996, 2008), Burke (2010), Saussure (1989), Williams (1999,2011). A análise dos dados qualitativos voltou-se para a Análise de Discurso (AD), na linha francesa (Orlandi,2005). Os dados quantitativos foram analisados no SPSS (StatiscalPackt for the Social Science). Os resultados apontaram para uma prática pedagógica pautada em métodos tradicionais, centrada no ensino sistemático da língua de forma impositiva, desconsiderando as diferenças culturais e linguísticas dos alunos. Em relação aos professores, constatamos o conhecimento teórico, contudo, apesar do ensino de língua portuguesa implicar a pertinência da abordagem do tema variação linguística como conhecimento linguístico necessário ao aluno, esta ainda não se faz presente em sala e que a ênfase a este estudo poderia amenizar o preconceito linguístico, que corresponde ao julgamento depreciativo e desrespeitoso da fala do outro ou da própria fala, tornando-os competentes no uso das variedades de prestígio que constituem a língua portuguesa, assegurando uma efetiva educação linguística democrática. Acreditamos que este trabalho possa contribuir para o redimensionamento da prática no processo ensino aprendizagem, despertando novos olhares, no tocante a língua e seus aspectos sociais.
Based on educational sociolinguistics, this work presents results of a research whose objective was to analyze how schools face the linguistic variety of their public in the teaching of Portuguese language. To perform this research, I employed a mixed methodology - qualitative and quantitative - through questionnaires and interviews. The individuals chosen were teachers and students of a school of the municipal network of Geraniums, in the state of Pernambuco. The theoretical support included the following categories: Linguistic Variety, School Culture and Pedagogical Practice. I worked especially with the next authors: Bortone Ricardo (2007), Bagno (1999, 2002), Bakhtin (2009, 2012), Bourdieu (1996, 2008), Burke (2010), Saussure (1989), Williams (1999, 2011). The analysis of the qualitative data was according to the French line Discourse Analysis (DA) (Orlandi, 2005). I analyzed quantitative data according to the SPSS (Statistical Pack for the Social Science). The results pointed to a pedagogical practice based on traditional methods, centered on the systematic teaching of the language from an authoritative way, disregarding the cultural and linguistic differences of students. In relation to the teachers, I verified the theoretical knowledge, but although the Portuguese language teaching implies the pertinence of the linguistic variation approach as a necessary linguistic knowledge to the student, it is not yet present in the classrooms. The emphasis in this study could decrease the linguistic prejudice, which corresponds to the derogatory and disrespectful judgment of the speech of the other or of the speech itself, making students competent in the use of the varieties of prestige that constitute the Portuguese language, ensuring an effective democratic linguistic education. I believe that this work can contribute to resize the practice in the learning teaching process, awakening new looks with respect to the language and its social aspects.
Based on educational sociolinguistics, this work presents results of a research whose objective was to analyze how schools face the linguistic variety of their public in the teaching of Portuguese language. To perform this research, I employed a mixed methodology - qualitative and quantitative - through questionnaires and interviews. The individuals chosen were teachers and students of a school of the municipal network of Geraniums, in the state of Pernambuco. The theoretical support included the following categories: Linguistic Variety, School Culture and Pedagogical Practice. I worked especially with the next authors: Bortone Ricardo (2007), Bagno (1999, 2002), Bakhtin (2009, 2012), Bourdieu (1996, 2008), Burke (2010), Saussure (1989), Williams (1999, 2011). The analysis of the qualitative data was according to the French line Discourse Analysis (DA) (Orlandi, 2005). I analyzed quantitative data according to the SPSS (Statistical Pack for the Social Science). The results pointed to a pedagogical practice based on traditional methods, centered on the systematic teaching of the language from an authoritative way, disregarding the cultural and linguistic differences of students. In relation to the teachers, I verified the theoretical knowledge, but although the Portuguese language teaching implies the pertinence of the linguistic variation approach as a necessary linguistic knowledge to the student, it is not yet present in the classrooms. The emphasis in this study could decrease the linguistic prejudice, which corresponds to the derogatory and disrespectful judgment of the speech of the other or of the speech itself, making students competent in the use of the varieties of prestige that constitute the Portuguese language, ensuring an effective democratic linguistic education. I believe that this work can contribute to resize the practice in the learning teaching process, awakening new looks with respect to the language and its social aspects.
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Orientação: Maria Eduarda Margarido Pires ; co-orientação: Maria das Graças Andrade Ataíde de Almeida
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM ADMINISTRAÇÃO ESCOLAR, EDUCAÇÃO, SOCIOLINGUÍSTICA, CULTURA, ESCOLAS, PRÁTICAS PEDAGÓGICAS, VARIAÇÃO LINGUÍSTICA, ESTUDOS DE CASO, BRASIL, EDUCATION, SOCIOLINGUISTICS, CULTURE, SCHOOLS, PEDAGOGICAL PRACTICES, LINGUISTIC VARIATION, CASE STUDIES, BRAZIL