Variação fonético-fonológica no ensino de língua materna: direcionamentos da sociolinguística educacional e seu lugar na Base Nacional Comum Curricular

Abstract

Sociolinguistic studies have described linguistic variation as a phenomenon intrinsic to human languages. Nevertheless, the teaching of mother tongue in Brazil is still guided by a traditional perspective, in which language is seen as a homogeneous system, by the sieve of "right" and "wrong". Considering that the phonetic-phonological aspect is one of the levels of linguistic analysis in which speakers more easily recognize social, geographic and situational differences in language use, and, in turn, turn this recognition into an opportunity for social discrimination, this research is based on the areas of Variationist Sociolinguistics and Educational Sociolinguistics in order to reflect on whether/how the teaching of phonetic variables of Brazilian Portuguese in the Common National Curricular Base is proposed. To this end, the approaches to the teaching of linguistic variation are presented in an attempt to (re)know how the phenomenon of phonetic-phonological variation is being considered in the Portuguese Language component in the Final Years of Elementary School of the National Common Curricular Base. This qualitative research of bibliographic and documentary nature is based on the discussions of authors such as Bagno (2001; 2012; 2013), Bortoni-Ricardo (2004; 2005), Faraco (2020), Coelho et al. (2010), Soares (2000; 2012), Carvalho and Ferrarezi Jr. (2018), Antunes (2014; 2017), and in official documents (BRASIL, 1998; 2018), and could recognize, in the critical review, that phonetic-phonological variation is not directly mentioned in the items that address linguistic variation, nor is the phonetic-phonological component proposed as an object of knowledge in the Final Years of Elementary Education of the document in question.