Treatment of the relationship between variation, change and grammar in textbooks of secundary education

Abstract

The focus on variation and change is observed in sociolinguistic academic and scientific research and recommended in the guidelines of PCN. However, the negative valuation of the various standards and improper use of discoveries and linguistic terms are revealed in the textbooks examined. We treat this issue from a perspective of critical appreciation of the advances, inconsistencies and theoretical-descriptive deficiencies found in high school textbooks. We discuss the definition of the space of cultured norms and standard in the midst of a Brazilian reality of diverse discourses guided by various rules, and we have made explicit the contributions of sociolinguistic studies for teaching. Proved necessary to apply this knowledge to the development of teaching materials, regulated by an exploiter teaching of linguistic heterogeneity and deconstructing the discourse of monolithic and homogeneous language. The valuation of the various standards enable the citizen to the development of intellectual autonomy and critical by modifying the current reality of massive illiteracy. This will be possible with the dialogue between scientific knowledge and the authors/publishers of textbooks.