Abstract
This research reflects on the teaching of Brazilian Portuguese public secondary school students in São Paulo. The goal is to observe the construction of the speech of the students who distance themselves from the teaching practice because they do not feel belonging to the “erudite world” of the language, so marked by grammar and normativity. Relevant in pedagogical relationships, it is through the study of linguistic variations that we seek to understand how the relationship of students with speech and writing takes place is not related to their belonging in the act of understanding the language - mainly to assimilate how it is possible for it to become a tool for these same students while participating in social criticism. Thus, it is through the perception of the language while the erudite language is no longer unattainable, and the students realize that it is possible to act actively in society, whether the language is formal or not. As for the method, the analysis of results was extracted based on qualitative research (Focus groups) through lectures and activities of execution of an execution, until the final evaluation process, which culminates in the production of formal writing. As a didactic strategy as linguistic variations and estimates with written and oral activities were of importance in the collection of data of learning. Based on these, analyzed through the students who were led to reflect on linguistic and, why not, social learning; perceiving the manifestation as natural, cultural and transformative.
Presenters
Gabriela Da Silva DuarteStudent, PhD Student at Minho University, Minho University, São Paulo, Portugal
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
BELONGING, IDENTITY, LEARNING, MOTHER LANGUAGE VARIATION
