2025-06-262025-06-262022https://repositorio.ifal.edu.br/handle/123456789/1008The present research deals with the teacher and student relationship in the teaching of linguistic variations and linguistic prejudice in the 9th grade class of a school in the municipality of Penedo-Alagoas. The objective of this work was to raise a reflection on the challenges of building a language through linguistic variations and analysis of prejudice in the classroom, for a better relationship between teacher and student. As well as encouraging the teacher to reflect about the use of an innovative language in order to facilitate the teaching and learning process of linguistic variations. Because it is a field work and for better results than the work intended, questionnaires, interviews and field observations were made, where they were collected data for a better process of analysis and discussion. The work also shows the need to use a language that can bring teacher and student closer in the process of teaching linguistic variations to combat linguistic prejudice in the classroom and is based on theorists such as Marcos Bagno (1999, 2003, 2008), Sírio Possenti (1996), Travaglia (2005), Irandé Antunes (2003, 2007). Thus, it was found that the teacher-student relationship and language used in the classroom is important for there to be a significant communication in relation to the learning process of linguistic variations, since a relationship of equality and affection must be built in the classroom.ptVariação LinguísticaPreconceito LinguísticoLinguagemProfessorAluno.Trabalho de Conclusão de CursoCIENCIAS HUMANAS::EDUCACAO