Abordagens do preconceito linguístico : uma análise comparativa de três videoaulas de Língua Portuguesa voltadas ao ensino fundamental, ao ensino médio e ao ENEM

Abstract

This research comparatively analyzes three Portuguese Language video lessons aimed at Elementary Education, High School, and preparation for the National High School Exam (ENEM), with the objective of understanding how these materials address linguistic prejudice and articulate concepts related to linguistic variation, standard language, cultured norm, and linguistic adequacy. Grounded in the assumptions of Sociolinguistics, especially in the studies of Labov (2008), Bagno (2007), Bortoni-Ricardo (2004), and Faraco (2008), as well as in Bourdieu’s (1996) contributions regarding linguistic capital, linguistic market, and symbolic power, this research is characterized as qualitative, documentary, and comparative. The corpus consists of three video lessons publicly available on the YouTube platform, analyzed according to guiding axes related to the conception of language, the treatment of linguistic variation, the definition of linguistic prejudice, the notion of error and adequacy, the relationships between standard language and cultured norm, and the multimodal resources used in the materials. The results indicate that the three video lessons recognize the legitimacy of linguistic variation and oppose linguistic prejudice, but they do so predominantly through a logic of tolerance, without consistently problematizing the power relations that sustain the institutional centrality of standard language. The analysis also revealed that the absence or imprecision of the distinction between cultured norm and standard language produces relevant conceptual effects, contributing to the maintenance of linguistic hierarchies that the materials themselves seek to question. It is concluded that the video lessons incorporate important contributions from Sociolinguistics to the teaching of Portuguese Language, but they do so only partially, revealing tensions between the appreciation of linguistic diversity and the persistence of normative conceptions associated with the social prestige of standard language.