A diversidade da língua espanhola e o tratamento dado à variação linguística nos livros didáticos do Ensino Médio (PNLD-2018)

Abstract

This research arises from a concern about the teaching-learning of the Spanish Language regarding the approach of linguistic variation by textbooks intended for the public of High School. Thus, the investigation aims to analyze how linguistic variation is addressed in the didactic units that make up the didactic collections approved by the Programa Nacional do Livro Didático (PNLD) in the 2018 public notice. The choice of this object of study is justified by the relevance that the textbook (TB) has within the teaching-learning process of students in the classroom, being one of the most adopted resources, above all, for the teaching of Spanish as a Foreign Language (FL). The theoretical contribution of the work is based on sociolinguistic studies (ALCKIMIN, 2001; CAMACHO, 2010; LABOV, 2008), in dialectology (FONTANELLA DE WEINBERG, 1992; LOPE BLANCH, 1992; ALBA, 1992; HENRÍQUEZ UREÑA, 2003 [1921]) and in Interdisciplinary Applied Linguistics (MOITA LOPES, 2006; RAMPSON, 2006). The methodology has a qualitative-bibliographic content (TELLES, 2002; SILVEIRA and CÓRDOVA, 2009; DENZIN, LINCOLN, 2007), also presenting the assumptions of documentary research, since the object of study is characterized as a document, in this case the textbook. The analysis procedures adopted to carry out the investigation are based on the systematization of the units and chapters that will be the focus of analysis; based on the content analysis techniques proposed by Bardin (2011), in which three fundamental phases are foreseen: pre-analysis, material exploration and treatment of results (i.e., inference and interpretation). The collections selected for analysis are subdivided into three volumes that correspond to the school year of High School; and this study focuses on the complete analysis of the collections: Confluencia (2016), Sentidos en Lengua Española (2016) and Cercanía Joven (2016). As one of the main results observed in this research, we could see that the theme of linguistic variation is, in general, presented by the collections in a much more informative way, with a comment or explanatory note, without any section destined, for example, to discussion and critical-reflexive deepening about its relevance in the context of learning the Spanish language.