Variação linguística em livros didáticos de Língua Portuguesa: algumas considerações

Abstract

This article objectively analyzes two Portuguese language textbooks, from the 9th year of Elementary School, from the 2020 to 2023 cycle of the PNLD, in order to draw a comparative analysis on how they explore the topic focused on linguistic variation (VL). This research follows the theoretical-methodological assumptions of educational sociolinguistics (BORTONI-RICARDO, 2004; 2005); in addition to conceptual discussions about linguistic norms (FARACO, 2008), linguistic variation, linguistic prejudice, teaching Portuguese and textbooks (BAGNO, 1999; BRASIL, 2018; CHAMMA, 2007; CASTILHO, 2012; SILVA, 2021; CARVALHO, 2012; OTA, 2009 and DANTE, 1996). For data observation and analysis, an evaluation form from the work of Coelho (2007) was adapted, which presents the analysis criteria. The results show that the two books studied do not address linguistic variation in a similar way, as one of them deals with the topic in a more adequate and consistent way than the other. However, in both, the exploration of language from the perspective of speech genres is deficient.