Linguística aplicada no ensino de língua portuguesa: reflexões sobre os impactos pedagógicos na educação básica

Abstract

This research investigates how Applied Linguistics can contribute to the reconfiguration of Portuguese language teaching practices in basic education, from a critical, contextualized, and socially situated perspective. The study is based on the theoretical contributions of contemporary Applied Linguistics, especially the contributions of Moita Lopes (2006), Angela Kleiman (2005), Alastair Pennycook (2006), and Bala Kumaravadivelu (2003), who understand language as a social practice and advocate for the articulation between theory, teaching practice, and sociocultural context. This study also engages with authors in the field of Portuguese language teaching, such as João Wanderley Geraldi (1997), Irandé Antunes (2014; 2021), Luiz Antonio Marcuschi (2008; 2010), and Roxane Helena Rojo (2013; 2020), who emphasize working with textual genres, multiliteracies, linguistic diversity, and meaningful discursive practices. The research is characterized as qualitative, bibliographical, and field-based, involving the application of a questionnaire to first- year high school students in a rural public school. The results show that students recognize the social and formative importance of the Portuguese language, value contextualized pedagogical practices, and point to the need for greater integration of digital technologies, multiliteracies, and participatory methodologies. It is concluded that Applied Linguistics offers essential theoretical and methodological foundations for transforming the teaching of Portuguese, contributing to a more inclusive, dialogical education aligned with the contemporary demands of basic education