Atitudes sociolinguísticas de estudantes do ensino fundamental em relação à disciplina escolar língua portuguesa

• Ano de defesa: 2014
• Autor(a) principal: Silva, Frederiko Luz
• Orientador(a): Rezende, Tânia Ferreira
• Banca de defesa: Rezende, Tânia Ferreira, Sousa Filho, Sinval Martins de, Oliveira, Hélvio Frank de, Fernandes, Eliane Marquez da Fonseca
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RG)
• País: Brasil
• Palavras-chave em Português: Atitude sociolinguística; Língua portuguesa; Teoria da prática
• Palavras-chave em Inglês: Linguistic attitudes; Portuguese language; Theory of practice
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/4762

This work aims at describing which are the linguistic attitudes of the students from Municipal Francisco Rafael Campos school located in Aparecida de Goiânia – Goiás in relation to the subject Portuguese Language. To develop this work, we have taken as starting point the reflection on the school literacy practices presently in vigor in Brazil as far as the taught and the teaching languages of the participants are concerned. The former concerns with the teaching and learning of Portuguese language as a school subject; the latter refers to Brazilian Portuguese, the mother tongue of the majority of Brazilians. This thesis could be taken in the approach of the Education Sociolinguistic, as our discussion matters the conflicts about the standard form learning of Portuguese in the context of school. Nevertheless, the Interactional Sociolinguistic conjectures and principles and the reflections upon the language and literacy policies proposed by Interactional Sociolinguistics have fundamentally contributed to the interpretation of facts and sociocultural events during the research. Also, the reflections on the linguistic and literacy policies, lately proposed in Sociolinguistics by the Bourdie‟s theory of practice, have supplied us with an adequate theoretical fundament to the understanding of the practices configuration of school literacy. In the account of linguistics policies of language teaching, which seek to teach one and only linguistic variety in the classroom, we have firstly concluded that the practices of school literacy has produced negative linguistic attitudes on the students in the account of learning the privileged norm of Portuguese language, that is considered the standard and the teacher and students‟ attitudes in relation to teaching and learning Portuguese as a subject in school have been historically built via the Brazilian colonial project.