A aula de língua portuguesa em foco: avaliação e atitude linguística de estudantes do 9º ano de uma escola pública rural de Água Branca - AL

Abstract

In this work, we analysed the teaching of the native language in a public school located in Água Branca - AL, thereby, we analyze the evaluation and the linguistic attitudes of 9th grade students, trying to comprehend what these students understand by linguistic variation. To obtain the data, we carried out a quantitative and qualitative research through the application of a questionnaire, that we analyzed the answers given by the students and the teacher. Therefore, we rely on the Theory of Variation and Linguistic Change (WEINREICH, LABOV & HERZOG, 2006; LABOV, 2008); as we also consider what the National Curriculum

Parameters postulates, the studies by Cyranka & Oliveira (2014); Possenti (1996); Bortoni- Ricardo (2004, 2005), among others. Thus, after the analysis, we obtained the following results:

i) although it is foreseen in the PCN (1998) that the teaching of the native language contemplates the teaching of variations, these students do not understand the language as subject to change; ii) the students believe that there is a correct way of speaking, one that is in accordance with the standard norm, and everything that escapes this is wrong; iii) the teaching of language is based on the teaching of normative grammar, and intends to teach the student to speak “correctly”. Thereby, we conclude that, for them, the Portuguese language class has the purpose of making them speak correctly, demonstrating not understanding what comes to be linguistic variation, and in some cases even putting their own language and regional language as an error, stating that the Northeasterner speaks wrongly.