Banca de QUALIFICAÇÃO: FABIANO DA SILVA LIMA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FABIANO DA SILVA LIMA
DATE: 25/04/2025
TIME: 15:00
LOCAL: FELCS ambiente virtual
TITLE:

LINGUISTIC VARIATION IN PORTUGUESE LANGUAGE CLASSES IN ELEMENTARY SCHOOL II: AN INTERVENTION PROPOSAL BASED ON THE CHARACTER GENRE

KEY WORDS:

Linguistic variation, Portuguese language teaching, linguistic prejudice, cartoon, action research

PAGES: 83
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

Linguistic variation is a natural phenomenon inherent to all languages, studying it is important to understand the diversity of languages, being indispensable to the teaching of Portuguese language, o it contributes to combat linguistic prejudices and to value different forms of expression. Teaching, however, from this perspective is still incipient in most classrooms in our country. This work promotes a reflection on linguistic variation in Portuguese language classes in Elementary School, highlighting the need for an approach that recognizes heterogeneity in languages as a natural phenomenon. This gap lies in the lack of pedagogical strategies that integrate linguistic variation into the school curriculum, in order to contribute to the demystification of linguistic prejudice among students. The general objective of this study is to enable students to understand and recognize linguistic variation as an intrinsic part of language, stimulating a more respectful posture in relation to different forms of expression. To this end, the research is theoretically based on the sociolinguistic studies of Bagno (1999; 2002; 2007; 2011; 2015), Bortoni-Ricardo (2004; 2005; 2023), Antunes (2007), Mollica (2003), Coelho (2007), Coelho et al (2012) and Labov (2008) who discuss linguistic heterogeneity variation and change and linguistic prejudice. With regard to the study of text and genre, the research developed by Antunes (2009; 2010), Marcuschi (2008), Dolz and Schneuwly (2004), Koch (2003), Valle (2013) and Romualdo (2000), among others, served as a theoretical reference. The methodological procedures were based on the theoretical assumptions of Thiollent (2011), Bogdan, Biklen, (1994) and Moreira and Caleffe (2006). An action research was developed, through a didactic sequence as proposed by Dolz, Noverraz, Schneuwly (2004), which could promote interventions in the classroom, where the researcher acts as a teacher, facilitating the interaction and reflection of students on linguistic variation through activities with the textual genre cartoon. It is concluded with this study that the intervention proposal not only improved the students' understanding of linguistic diversity, but also contributed to the construction of a more inclusive, respectful school environment and aware of the need to combat linguistic prejudice.

COMMITTEE MEMBERS:
Presidente - 1168647 - MARIO LOURENCO DE MEDEIROS
Interna - 1728675 - GIANKA SALUSTIANO BEZERRIL DE BASTOS GOMES
Interno - 3217846 - RAFAHEL JEAN PARINTINS LIMA