Sociolinguística educacional e o ensino da língua portuguesa: o que pensam os professores do ensino médio de uma Escola Estadual de Pariconha / AL

Abstract

In this research, we propose to analyze what high school Portuguese language teachers at the Escola Estadual de Educação Básica de Pariconha, in the city of Pariconha, AL, think about the Portuguese language and its teaching. To this end, the development of this work is anchored in studies of Variationist Sociolinguistics (LABOV, 2008; FREITAG; LIMA, 2009) and Educational Sociolinguistics (BORTONI-RICARDO, 2004; 2006). Thus, in our work, we carried out qualitative research, using the questionnaire and analyzing the teachers' justifications, so that the data can then be interpreted. Thus, after analyzing the data obtained, the results showed that, even though high school Portuguese language teachers have knowledge about linguistic diversity, some of the teachers do not reflect on the teaching of Portuguese language as Educational Sociolinguistics proposes. Therefore, it is important that Portuguese language teachers give new meaning to their teaching and learning practices, respecting the linguistic repertoire of their students.