A abordagem gramatical em um livro didático de língua portuguesa: entre a norma - padrão e a norma culta

Abstract

This article aims to analyze how the concepts of the standard norm and the educated variety are addressed in the sections and questions related to linguistic/semiotic analysis in Portuguese language textbooks for the ninth grade of the final years of elementary school, approved by the National Textbook Program (PNLD/2024). The study is grounded in linguistic analysis as proposed by authors such as Faraco (2009), Traváglia (2009), and Bagno (2013). It is descriptive-interpretative research, as the data were not only described but also critically analyzed with support from relevant research materials. Initial results indicate a recurring confusion between the terms standard norm and educated variety, especially in the mistaken notion that the so-called standard norm represents a linguistic variety. According to Bagno (2013), what can actually be considered a variation is the educated use of language in regions where this register predominates—especially in its written form. Therefore, there is a pressing need to improve teacher training in order to overcome persistent issues in the teaching of language and grammar in schools. Teachers must move beyond "traditional" approaches and embrace inclusive education that values and incorporates linguistic diversity in schools. Such efforts can contribute to reducing linguistic prejudice in Brazil, recognizing that language carries social and ethical values, identities, and that each individual has their own values that must be respected without judgment or bias.