2024-10-292024-10-292024-02-12https://repositorio.ifal.edu.br/handle/123456789/751This research aims to investigate how slang that circulates on social networks and in the school environment is used, reflecting on how it can be a linguistic resource in the process of teaching and learning the native language and an instrument of interaction between teacher and students. In the research process we observed that there is a concern at the school regarding the use of the normative grammar and that this promotes a certain disqualification for other possibilities of communication between teachers and students. Faced with the possible erasure of linguistic variations, this stance favors linguistic prejudice, limiting learning only to the so-called “standard”, belittling other forms of language, such as slang in this case. The theoretical aspects were based on authors who bring important concepts about Language (BAKHTIN, 2016) and (VOLOCHINOV, 2021), Literacies (KLEIMAN, 2006), (SIGNORINI, 2006), (SOUZA, 2011), (BATINGA AGRA, 2018) and (SILVA, 2016), qualitative research (TRIVIÑOS, 1987) and (ANDRÉ, 1995), Voices of the South (MOITA LOPES, 2006), Slang (PATRIOTA, 2009), among others. The work presents a case study carried out in a military school in Maceió where a 7th year elementary school class was observed, based on qualitative research. Considering this described context, the present study sought to analyze slang in the light of Applied Linguistics and Literacy, from social networks to the school environment, how they can contribute to the process of teaching and learning the Portuguese language, as well as in the teacher/student relationship. From this study we observed not only the relevance of the topic, but also the transgression of students when using slang in the classroom.ptLetras - PortuguêsLetramentos - Linguística aplicadaGíriasLíngua e linguagemLíngua portuguesa - Ensino-aprendizagemLiteraciesSlangLanguageTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES::LETRAS