Crenças e atitudes linguísticas sobre o ensino de língua portuguesa: o que pensam os estudantes do 9º ano de uma escola rural em Pariconha - AL

Abstract

In this study, we focused on analyzing the linguistic beliefs and attitudes of students of the 9th year of a public elementary school in the rural area of the municipality of Pariconha/AL, aiming to perceiving how they think about the discipline of Portuguese. In order to do that, in our work, we conducted a research of two nature, such as quantitative – through the application of a questionnaire – and qualitative – observing the linguistic justifications of the students –, while subsequently the data were analyzed and interpreted. In addition, we rely on the theoretical contribution of what preaches the Theory of Variation and Linguistic Change (WEINREICH, LABOV&HERZOG 2006; Labov, 2008), focusing on the evaluation problem, as well as the studies of Barbosa & Cuba (2015), Botassini (2015), Bortoni-Ricardo (2004, 2008), Coelho et al. (2010), Labov (2008), among others. Thus, after the analyses, the results pointed out that i) the students, in large part, understand the Portuguese language through the normative side, assimilating the language as a set of norms that must be learned in the school, even if often, they do not know what normative grammar is; ii) with the focus on GN, students tend to think that, being the language – as they say – synonymous of right or wrong, the school should focus on the prescription of rules of what should be language, associating this way, the idea that, those who do not frequent the school do not speak Portuguese; iii) In general, students do not know what linguistic variation is, they do not know that there are different legitimate ways of speaking the same thing, and that there is no right or wrong in the language, even so, they consider fundamental the discourse on linguistic variation in the scope. Therefore, students evaluate the teaching of Portuguese in the school sphere as a tool of learning of what they consider as the correct way to use the language. Thus, the students' thoughts focus on observing only the learning of grammatical rules, leaving aside the communicative and interactional factor of the language.