O CONHECIMENTO SOCIOLINGUÍSTICO NA COLEÇÃO DE LIVROS DIDÁTICOS VEREDAS DA PALAVRA (2017), DE ROBERTA HERNANDES E VIMA LIA MARTIN

Abstract

This research investigates how and to what extent the sociolinguistic knowledge is manifested in the high school Portuguese textbooks collection Veredas da Palavra (2017), by Roberta Hernandes and Vima Lia Martin. Therefore, our theories and methods are based on Linguistic Historiography, in the terms of Altman (2012, 2021a, 2021b), Batista (2013, 2020), Gueiros and Vieira (2022), Koerner (1996, 2014) and Swiggers (1981, 2012, 2013, 2019). Facing the idea that linguistic knowledge isn't conceived in an existential vacuum, we consider the external and internal dimensions of the selected historiographic source, in the terms of the principles of contextualization, immanence and adequation (Koerner, 1996). We conceptualize the notion of sociolinguistic knowledge and analyze three chapters of the textbooks collections, as well as the teacher’s orientations, activities and answers suggested: Variação linguística e preconceito linguístico, Uso do pronome, e Concordância nominal e verbal. The results demonstrate that by the problematization of issues such as language variability, characteristics of brazilian portuguese, the social-symbolic cross-influence in the way which society perceives different linguistic varieties and the effects of linguistic prejudice as a form of social prejudice, the textbooks collection follows the intellectual atmosphere at the time of its publication, which includes reflections of the consolidated Socio-discursive Tradition (Gueiros, 2019, 2021) and the 4th wave of Sociolinguistics (Freitag, 2023). At the same time, even though to a lesser extent, movements of continuity of the traditional grammar are acknowledged, especially in situations where the standard norm is discussed, an attitude that inhibits manifestation of sociolinguistic knowledge.