CRENÇAS E ATITUDES LINGUÍSTICAS NA EDUCAÇÃO BÁSICA

Abstract

The ideal set among Brazilians, in general, about language and grammar directly affects the students' and the teachers’ beliefs about their mother tongue, which, in turn, are based on an understanding of language as synonymous of grammar and grammar as the collection of normative precepts presented in traditional grammar. On the other hand, any linguistic variety that deviates from this ideal is seen as wrong and, consequently, socially stigmatized. Considering this reality, our study's main goal is to evidence the beliefs and attitudes of final-year students in relation to their Portuguese teachers, with the purpose of verifying the transferability of the teachers' beliefs to their students. As a theoretical foundation, we used sociolinguistic studies and, in particular, those related to beliefs and attitudes, such as Bagno (2007; 2015), Cyranka (2007), Faraco (2008) and Lambert and Lambert (1966). This reference works not only as a theoretical basis for data analysis, but also as a parameter for the development of the methodological instrument for data generation. We then elaborated questionnaires which were applied to a graduating class from a public school and another one from a private school in João Pessoa/PB, the test was also applied for their teachers of Portuguese. The results showed that most students agreed with the teacher's answer, that is, the teachers' beliefs about language, grammar and teaching seem to be absorbed by their students in Portuguese classes. Moreover, linguistic prejudice was perceived in all questions pools of the data analysis, especially by the students. Whereas, private school students were less conservative than public school students, in particular private school girls absorbed more beliefs from their teacher as well as demonstrated fewer marks of linguistic prejudice. From the reading of our theoretical framework and its association with the data analysis, it is possible to trace the relationship of the students' linguistic beliefs and attitudes to those of their teachers.