Diversidade linguística e ensino de língua portuguesa em escola pública de ensino médio na Bahia

Abstract

In order to meet the general and specific objectives, we seek with this study to follow anexploratory research limited to the teaching of Portuguese Language, with a qualitative approach and bibliographic and field procedures, being the field, the High School with Technological Intermediation (EMITEC). To analyze the findings, we used the following instruments: interview, questionnaire and visitation. All these stages of the research took place online (remotely) due to the scenario experienced, the COVID-19 pandemic. 2007, 2009), Bagno (1999, 2004, 2007), Bortoni-Ricardo (2004, 2005), Freire (1996), Faraco (2008), González (2018), Labov (1972, 2008), Lucchesi (2006, 2011) , 2015), Marcuschi (1996), Malfacini (2015), Mattos e Silva (1991, 2001, 2004), Muniz (1986), Santana (2007), Soares (1998, 2002a, 2002b); among others. In the same direction, we seek to analyze what the official documents recommend on the teaching of Portuguese from the perspective of linguistic diversity, being the following documents: The Guidelines for the Improvement of Portuguese Language Teaching (1986), the PCNs (2000), the Document Guiding Curriculum for academic year 2022: New part-time High School, the BNCC (2017, 2018) and the Bahia High School Referential Curriculum (Public Consultation). In order to do so, we believe that the relevance of this study lies in contributing so that the teacher, in his teaching practice of Portuguese Language, reflects on the multiplicity of voices and the different contexts of use in which every speaker is or will be situated. And that, in the same way, the teacher can open space for reflections on the multiplicity and functionality of the language.