A abordagem do vernáculo no livro didático de língua portuguesa no ensino médio

Abstract

Linguistic variation is a subject that exists in the daily lives of all speakers; the vernacular is the freest, most spontaneous and unmonitored speech of the language; and the textbook works as an important support for the teacher in the teaching-learning process, playing a crucial role in education. Therefore, in this work, we sought to investigate the existence of an approach to linguistic and vernacular variation within the Portuguese language textbook. The sample was consisted of three collections approved in the PNLD 2021: High School - each collection is composed of the three EM series (single volume), adding a total of nine books analyzed, namely: Estações Língua Portuguesa, by Fernanda Pinheiro Barros et al ; Interação Português, by Graça Sette et al; and Se liga nas linguagens: português, by Wilton Ormundo and Cristiane Siniscalchi. All collections approved in PNLD 2021 are used in municipal and state schools in Brazil. To carry out the research, it was necessary to use a corpus that brought important concepts about Sociolinguistics, Variation and Teaching, Vernacular, Textbook, etc., based in texts by scholars such as Bagno (2002, 2007, 2013, 2021), Bortoni- Ricardo (2004, 2014), Faraco (2008, 2015, 2021), among others, in addition to the official documents that rules teaching in Brazil. The analysis concludes that the work with linguistic variation continues to be timidly presented in the textbook, just as the work with the vernacular is limited to its use only in texts, but not in all collections and without due attention or study.