SOCIOLINGUÍSTICA E LETRAMENTO CIENTÍFICO

UMA COMBINAÇÃO PROMISSORA AO ENSINO DE LÍNGUA PORTUGUESA NA EDUCAÇÃO BÁSICA

Abstract

The teaching of the Portuguese language in most Brazilian schools is based on the prescription of Normative Grammar rules, and on the spotlight of this approach, a short space is dedicated to reflections on the heterogeneity of the language, as well as the phenomenon of linguistic variation. When this theme is taken to primary education classrooms, teachers usually present students with superficial notions of linguistic variation and sometimes end up associating popular linguistic varieties with “mistakes” or with stereotyped and stigmatized examples of the language in use. In opposition to this traditional teaching model, we believe in innovative didactic proposals for the teaching of Portuguese Language that aim the formation of critical students, being protagonists of their learning process and capable of communicating in the most diverse social language practices. Therefore, in this article, it will be presented some reflections on didactic actions that are believed to be implemented in Portuguese language classes in basic education, from the joinder of contributions from sociolinguistics and scientific literacy to Portuguese language teaching. This unity is quite challenging and requires investments in continuing education, but although it is possible, as already tested by the research developed by Oliveira (2021) and Silva (2021), within the scope of Profletras/UFU. With that, we intend to demonstrate how important and productive it is to bring sociolinguistic research into the classroom of basic education, thus contributing to the formation of students who are researchers in their own language and therefore protagonists of their learning process.