Variação linguística: o tratamento da variação linguística nos livros didáticos

Abstract

The present work aims to identify the approaches on linguistic variation in Portuguese language textbooks for high school, the importance of evaluating textbooks was due to the fact that they are a basic tool for the teacher, it is worth mentioning that often some textbooks do not make the content explicit or well clarified that it is about linguistic variations, in addition, they still cultivate the idea of the very monolingual, omitting the very plurilingual of the language and harming the student who comes to believe that there is only one way to speak and write. As a research corpus, two collections of 03 books each were chosen, both in Portuguese. The first, by William Cherry, Carolina Dias Vianna and Christiane Damien, is entitled “Contemporary Portuguese: dialogue, reflection and use”. The second, by Andressa Paiva, Ricardo Barreto, Mateus Martins, Marianka Bárbara, Mirella Cleto and Cecília Bergamim, is entitled “Ser protagonist”. Both collections are part of the 2016 National Textbook Program (PNLD). For its development, the research is based on theoretical studies by Bortoni (2005), Bagno (2007; 1999), Soares (2000), Faraco (2007) and others. Regarding the methodological aspects, it is a qualitative research with a bibliographic nature, developed from material already prepared, such as books and scientific articles. In view of the analyses, it was possible to infer that the two collections of books address the phenomenon of linguistic variation, however these approaches occur explicitly in the first manual. In the others, it happens in a reserved way in the sense of presenting this theme in the books, the authors use mostly strips and texts of different genres to address the aforementioned theme