Procedimentos pedagógicos para abordar a variação linguística a partir de programa assistido por alunos do ensino fundamental

Abstract

This work aimed to investigate the pedagogical practices used by a teacher who worked in the early grades of elementary school. The objective of this research was to analyze the basic knowledge acquired during her coursework Media in Education, and procedures used by it in relation to verbal language conveyed through the television programs and watched by elementary school students to work issues language, especially the linguistic variation in classroom. We used a qualitative methodology and methodological approach as a case study, which has enabled us a relationship with the methodological guidelines and methods of data collection for research in sociolinguistics. The instruments used during the research were: a semi-structured interviews, questionnaires, participant observation and logbook. In the theory, we developed based on studies by Cavalcante (2003, 2006); Bortoni-Ricardo (2001, 2004), Labov (2008); Tarallo (2004), among others; interface with the studies that highlight media education, for example, those developed by Belloni (2001), Leite (2000) and Napolitano (2007). The results of the research show that the coursework Media in Education may have helped in some respects, and in terms of knowledge acquired during training, but in practice it touched on the language of one of television programming on a superficial way replacing this activity by another quickly. In general, working with linguistic variation in classroom followed the ways comparative language urban and rural areas, without discussing the cultural, historical and socio-communicative that are present in the language in its social uses. Finally, the study shows that initial training in pedagogy, as well as continuing education, in which case the course in Media Education, was little enough to develop a systematic practice in relation to language studies with the aid of a television program.