Preconceito linguístico: repensando o ensino de língua materna à luz da sociolinguística educacional

Abstract

The present study proposes to analyze the contributions of Educational Sociolinguistics to the fight against Linguistic discrimination in the teaching of the Portuguese Language, since this teaching, over the years, was based on normative Grammar and on concepts and practices that favored such foundation, such as the use of an appropriate language and considered as standard. In view of this, it is observed that the teaching of the Portuguese language prioritizes the study of such a norm, causing other linguistic varieties to be neglected. Such a scenario favors the occurrence of linguistic prejudice and places more literate citizens in a condition of superiority, promoting inequality and social exclusion. Thus, we weave us analyzes through a bibliographic review from relevant theorists, such as: Bagno (1999), BortoniRicardo (2009), Lopes and Cavalcanti (20018), Mollica (1998; 2003), Labov (1972), Tarallo (1994), Travaglia (2005) and among others. At the end of our analyses, it is concluded that educational Sociolinguistics can provide, in our social environment, the development of language policies and the creation of new pedagogical practices that take into account the linguistic, social and cultural varieties present in society and, with that, favor the construction of a more just and egalitarian society, in which the various ways of writing and speaking are respected and considered within educational contexts.