Variação linguística e oralidade no gênero textual cordel: estratégias para a desconstrução do preconceito linguístico no ensino de língua portuguesa

Abstract

This study aims to analyze the linguistic variation and spoken language of the textual-discursive genre cordel in the teaching of Portuguese, promoting the appreciation of linguistic diversity in the classroom. The premise of this study is that cordel can be an effective tool to deconstruct linguistic prejudices, strengthen linguistic inclusion and diverse perspectives. Then the concern arose to analyze: How can teaching linguistic variation and spoken language through the textual-discursive genre cordel contribute to the appreciation of linguistic diversity in the classroom? Furthermore, this research explores how the orality of cordel is rooted in popular traditions, allowing students to connect with their own cultural identity and encourage the acceptance of different forms of linguistic expression. To this end, this work was based on the qualitative method, hypothetical-descriptive method, based on research by theorists such as Bagno (2003) and Labov (2008), and Mollica (2015), PCN (Brasil, 1998), among others who used this tool in Portuguese classes. The result demonstrates that the application of this genre in teaching promotes a better understanding of Brazilian cultural linguistic identities. Furthermore, it contributes to a more inclusive school environment, where everyone's voices are respected and linguistic diversity is seen as an important pedagogical resource.