Sociolinguistic approach in collections approved by Plano Nacional do Livro Didático

Abstract

The linguistic heterogeneity is a reality that has been widely studied by Sociolinguistics. The knowledge of its importance led some of the researchers in the area to rethink the teaching of the Portuguese language in Brazil, because them consider only the cultured norm, discrediting other varieties. This new thinking is relevant to the pedagogy of linguistic variation, however, it is still possible to find both a lag in teaching and the existence of linguistic prejudice, so it is essential to approach the variation in the classroom, as suggested by the documents for teaching Portuguese. Therefore, this paper aims to identify, in the works approved by the National Textbook Program, of 2015, if there is a mention of linguistic variation and how this approach occurs in the activities that involve the teaching of mother tongue. For this, two collections of textbooks were selected, one for the final years of elementary school - grades 6 to 9 and the other for secondary education - from 1st to 3rd grade. Specific objectives are: (i) to verify if the National Textbook Program presents the orientation of the linguistic variation approach; (ii) to identify the linguistic variation approach in the objectives of Portuguese language teaching present in each school year of the textbooks analyzed; (iii) to analyze the collections based on the Lima (2014) studies. The analysis showed that there are already books that adequately address the theme of variation, but there is still a long way to go, because the collection destined for high school still presents gaps in this subject.