Desconstruindo o preconceito linguístico: uma proposta pedagógica aplicada na 1ª série do ensino médio na Escola Professora Antônia Erilênia Pontes Rodrigues em Araguanã - MA

Abstract

The present study aims to promote, through a didactic proposal, activities that focus on the appreciation of linguistic diversity and the acceptance of the various language varieties. To this end, a proposal was implemented in the first year of high school at Professora Antônia Erilênia Pontes Rodrigues School, located in Araguanã, Maranhão. This proposal aimed to raise students' awareness of the harms of linguistic prejudice, as well as to foster an environment of respect and appreciation for diversity. The adopted methodology included activities that encouraged critical reflection on language use, the analysis of real cases of linguistic prejudice, and the promotion of debates where students could express their opinions and share personal experiences. The application of the proposal was based on bibliographic research, complemented by action research conducted during the development of the activities. Data collection instruments included observations, interviews, and the analysis of students' written productions. The choice of Antônia Erilênia Pontes Rodrigues School as the field of study was due to its representativeness and linguistic diversity, common characteristics in the interior of Maranhão, where different variants of Portuguese coexist. The theoretical framework used is based on authors such as Costa (2012), Bagno (2014), Carmelino (2018), Martelotta (2008), Bortoni-Ricardo (2005), Coelho (2010), Rodrigues and Figueiredo (2007), and Carvalho (2011), who discuss linguistic prejudice, sociolinguistics, and educational methodologies. The results indicate that, even in a community rich in linguistic diversity, linguistic prejudice is present in the school environment. Furthermore, it was observed that there is a depreciation of the language spoken by the community compared to formal Portuguese