O trabalho com a variação linguística e o preconceito linguístico em um livro didático de ensino fundamental

Abstract

This study analyzes how a Portuguese language textbook for elementary education addresses linguistic variation and linguistic prejudice, focusing on the discursive sequences that guide these discussions. The specific objectives include identifying the conceptions of language and communication present in the material, highlighting how these conceptions influence the treatment of linguistic variation, and demonstrating how addressing linguistic prejudice can enrich Portuguese language teaching, fostering more critical and linguistically aware students. The analysis also aims to evaluate whether the textbook activities promote the appreciation of linguistic diversity or reinforce stereotypes and prejudices, considering their pedagogical potential to foster an inclusive and respectful educational environment. The methodology used is situated in the field of Sociolinguistics and adopts a qualitative approach, with a documentary analysis of the textbook. The results indicate that, although the book effectively introduces linguistic variation and encourages important reflections, it still lacks a deeper approach to linguistic prejudice. Is language teaching should transcend mere description, empowering students to recognize and combat injustices related to language. It is concluded that expanding the debate on linguistic prejudice in textbooks is essential to promote more inclusive and critical teaching. Valuing linguistic plurality as a resource and deepening discussions about the social implications of linguistic prejudice can significantly contribute to forming conscious, ethical citizens prepared to navigate the diversity that characterizes society.