A diversidade linguística em sala de aula: concepções elaboradas por alunos do ensino fundamental II

Abstract

Taking as its starting point an approach to linguistic diversity, from the concepts developed by observation of school student from fundamental schooling II, this research work of qualitative and ethnographic nature has as its main goal to contribute to the discussions involving the teaching of the Portuguese language as a culturally responsive pedagogy to the knowledge of its students. The field research was conducted with 23 students, ages 10-11, in a 6 th grade class at a public school in Salvador, Bahia. The theoretic contribution of this study developed from the point of Applied Linguistics, contemplating sociolinguistic education and culturally sensitive pedagogic. In the, two perspectives are addressed: language and education, and the knowledge of the students. In addition, the work proposed a reflection of the role of the teacher in building a language curriculum that will prepare its students of the world by preventing social exclusion due to speech. The data was generated from records in a field diary, questionnaires, experimental activities and interviews. To analyze the data, was characterized the profile of the students and compared what the studies said about language variation to what the students thought about the topic. The results were relevant not only for discussions, methodological implications and political-ideological education regarding the Portuguese language today, but especially for fundamental observation of issues that can contribute to teaching a mother tongue both democratically and non-exclusionary.