Que espanhol ensinar? percepções de professores de língua espanhola sobre variação linguística

Abstract

Language is an instrument for the diffusion of cultures. Therefore, language, society and culture walk together, influencing each other. Study the language accordingly with this perspective is to perceive it in its multiplicity, interrelating it to external factors such as the geographic environment where its speakers live, religion that practice, their economic activities, cultural practices, among other fields. You Sociolinguistic studies have contributed to a broader understanding of linguistic reality. However, it is still difficult to think about language classes languages ​​as opportunities to understand linguistic heterogeneity. In this perspective, the present work intends to collaborate with this debate, seeking to understand how Spanish language teachers evaluate their classes of Spanish with regard to working with sociovariationist issues. Therefore, we asked 5 (five) Spanish teachers to answer a questionnaire composed of 8 (eight) questions, which inquired about the understanding of these teachers about sociolinguistic theories, their importance, and the contribution of these theories to the teaching of the Spanish language. theoretically, we base ourselves on sociovariationist works (Mollica, 1992; Tarallo, 1999; Labov, 1972) and to discuss the pedagogy of linguistic variation and its insertion in the training of language teachers (Bortoni-Ricardo, 2005; Faraco, 2008). We understand with the results that, although the understanding of the importance of the insertion of theories in the teaching of the Spanish language, it is noticeable the unpreparedness for the transposition of these theories to teaching events.