LINGUISTIC VARIATION IN PORTUGUESE LANGUAGE TEACHING: TEACHING BELIEFS AND PRACTICES IN THE EARLY YEARS OF ELEMENTARY EDUCATION
DOI:
https://doi.org/10.56238/levv16n47-120Keywords:
Teacher Training, Portuguese Language, Linguistic Variation, Teaching Sequence, InvitationAbstract
This study addresses the need to incorporate linguistic variation into the Portuguese Language (PL) classroom to avoid linguistic bias associated with the common practice of prioritizing Traditional Grammar (TG). The overall objective is to investigate how elementary school teachers who teach Portuguese conceive and approach language variation in their classes at a public school in Fortaleza. They understand content on linguistic variation, with an emphasis on beliefs and actions, based on a teaching sequence (DS) structured around the textual genre "Invitation," aiming at inclusive pedagogical practices. The theoretical foundation is based on Sociolinguistics (Labov) and authors such as Antunes, Bagno, Bortoni-Ricardo, and Martelotta. Methodologically, this is a qualitative, descriptive, and applied action research, with a teaching sequence proposed by Dolz, Noverraz, and Schneuwly. This research is relevant because it aims to discuss a proposal that we believe is significant for the quality of teaching: thinking about language and its linguistic variations, promoting critical literacy through different textual genres.
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