Pedagogia da variação linguística: subsídios para uma prática docente plural e inclusiva em uma escola cidadã integral do município de Aguiar-PB

Abstract

This research investigated the level of familiarity of Portuguese Language teachers at a school participating in the Escola Cidadã Integral Program, located in the city of Aguiar-PB, with the Pedagogy of Linguistic Variation, in addition to analyzing the implications of this knowledge in their pedagogical practice. To this end, three data collection instruments were used: the application of a questionnaire, a group interview, and the analysis of textbooks adopted by the school. The results showed that although the teachers had some theoretical knowledge of linguistic variation, they faced challenges in its practical application, mainly due to the lack of continuing education focused on the topic. The analysis of the textbooks used by the teachers revealed diverse approaches: while some materials presented linguistic variation in a conceptual and applied manner, others addressed it in a more introductory and isolated way, limiting the development of a more critical and reflective perspective. Furthermore, it was found that the teachers’ perceptions of the textbooks were influenced by their training and personal experiences. In light of these gaps, a pedagogical intervention was proposed and carried out based on formative workshops, with the aim of deepening the teachers' knowledge of linguistic variation and providing practical strategies for its implementation in their classroom. The workshops proved fruitful, as they promoted moments of critical reflection and exchange of experiences among the teachers, enabling a broader understanding of the phenomenon and the development of pedagogical practices more aligned with a plural and inclusive linguistic education.