Do preconceito linguístico ao ensino de língua portuguesa : desconstruindo estigmas sociais

Abstract

This article consists of presenting and analyzing the results of a bibliographical review on linguistic prejudice and the social factors that contribute to the different variations of the language being disregarded, including in educational contexts, in which the standard norm of our Portuguese language occupies a place of prestige and prominence. It thus aims to critically analyze, through sociolinguistics, the social factors that sustain linguistic prejudice and its implications for Portuguese language teaching. To this end, we carried out a bibliographic and qualitative study. Furthermore, we base our analyzes on the considerations of Silva (2023a; 2022; 2021), Melo e Silva (2023), Silva and Silva (2023) on linguistic variations, as well as Silva (2023b), regarding language teaching. At the end of our study, as a result, we see the need to rethink language teaching, which is still based on traditional grammar and which prioritizes cultured and standard norms, and to pay attention to the relevance of removing social stigmas that are directly associated with linguistic prejudice, especially in educational contexts.