A variação linguística e o preconceito linguístico no ensino de língua portuguesa no ensino fundamental

Abstract

This study aims to analyze the relationship between linguistic variation and linguistic prejudice in Portuguese Language teaching in Elementary School, reflecting on the challenges faced in the school environment and the importance of a sociolinguistic approach in the teachinglearning process. The research is characterized as bibliographic, with a qualitative approach, based on studies by Marcos Bagno, Stella Maris Bortoni-Ricardo, and other authors of Educational Sociolinguistics, as well as official documents such as the National Common Curricular Base (BNCC).The analysis shows that, although linguistic variation is recognized as an object of teaching by the BNCC, there are still pedagogical practices that exclusively favor the standard norm, contributing to the maintenance of linguistic prejudice in schools. In this sense, authors such as Bagno (2007) emphasize that linguistic prejudice is directly linked to social inequalities, while Educational Sociolinguistics proposes a pedagogy of variation as a way to value the different forms of language use.The results indicate the need for more critical teacher training and pedagogical practices that value students' linguistic diversity, promoting more inclusive and democratic teaching. It is concluded that combating linguistic prejudice is fundamental to building a fairer linguistic education that respects students' sociocultural identities.