2024-08-152024-08-152024-08-152023-11-30https://repositorio.ifal.edu.br/handle/123456789/614This research focuses on analyzing the approach to linguistic variation in Youth and Adult Education (EJA) classes in a school in the municipality of Junqueiro, Alagoas. The objective is to understand how this variation is treated in the classroom and how it affects the acquisition of knowledge by students. To carry out this investigation, qualitative methods were used, such as classroom observations and questionnaires applied to teachers and students. These methods allowed for a more in-depth understanding of the phenomenon of linguistic variation, as well as students' perceptions regarding it and the teacher's knowledge on the subject. The results revealed that the teacher in question demonstrated a gap in theoretical knowledge regarding the topic of linguistic variation, in addition to not having identified the didactic transposition of this knowledge in her educational practice. These findings highlight the importance of a pedagogical approach that recognizes and values the linguistic diversity present in the classroom, promoting inclusion and respect. Furthermore, they highlight the need to overcome linguistic prejudice and create an educational environment that is affective for all students. The research was based on studies carried out in the area of sociolinguistics by Bortoni-Ricardo (2004, 2005), Bagno (1999), on the pedagogy focused on Young Adult Education defended by Freire (1987, 1996), among others. Thus, we aim to understand how the issue of linguistic variation can be addressed appropriately and effectively in the classroom context.Acesso AbertoLetras-PortuguêsVariação linguísticaEducação de Jovens e Adultos (EJA)Abordagem pedagógicaSalas de aulaLinguistic variationPedagogical approachClassroomTrabalho de Conclusão de CursoCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS