A variação linguística no livro didático do ensino médio

Abstract

The textbook is a resource that serves as an instrument to support teaching work, so it is essential to check how the contents are made available and treated for students. The present work aims to analyze how linguistic variation is addressed in Portuguese language textbooks in high school. Therefore, in this research, we intend to reflect on the treatment dedicated to the topic, considering how the concepts are presented and what level of depth is dedicated. To this end, we rely on the discussions carried out by Bortoni-Ricardo (2004), Bagno (2007), (2015), Antunes (2003) and Alckmin (2004), among others. Furthermore, we took into account the guidelines described by the National Curricular Parameters (1997) and the National Common Curricular Base - BNCC (2018) regarding how linguistic variation should be addressed in the educational context and also in teaching works. We analyzed two collections of Portuguese language textbooks: Se Liga nas Linguagens, by Wilton Ormundo and Cristiane Siniscalchi, and Multiversos, by Maria Tereza Arruda Campos and Lucas Sanches Oda, both approved in the 2021 National Textbook Plan. This research is considered a documentary research with a qualitative/interpretive approach that verified through readings of these works, analysis of the concepts covered and proposed activities. Our studies revealed as a final result that the topic of linguistic variation was addressed in both collections: not being very in-depth in the Multiversos collection, being more assertive in the Se liga nas Linguagens collection, although not providing a complete approach. The authors' concern was also noted in incorporating concepts based on sociolinguistics and also following the BNCC guidelines in approaching the content of concepts such as linguistic heterogeneity, prestige/stigmatized variants and linguistic diversity. However, the concept of linguistic prejudice was only addressed in the work Se liga nas Linguagens