“A gente vai e nós vamos” da oralidade para a escrita: estratégias metodológicas para ampliar as habilidades linguísticas numa abordagem da sociolinguística educacional

Abstract

The present master's dissertation deals with the terms “A gente” and “Nós”, in their oral and written aspects, and proposes methodological strategies to expand the student's linguistic skills in an educational sociolinguistics approach. We start from the hypothesis that the alternation in the use of the pronouns "we" and "us" in the spoken and written Portuguese of elementary school students in Januária - MG is a case of linguistic variation; and that the term “the people” in oral and written texts is still stigmatized when it comes to teaching in basic education. We then question that, if the role of the school is to provide quality basic education, what would be the results of a teaching proposal based on promoting knowledge of the formal and informal, and respect for the diversity of the language, based on the study of “We” and “A people”? Our main objective was to research the variation in the use of the pronouns "we" and "us" in different contexts evidenced in the orality and writing of elementary school students, in the city of Januária / MG, with a view to expanding the language skills of these students through the Educational Sociolinguistics approach. Based on the authors Calvet (2002), Tarallo (1997), Mollica and Braga (2017), Bortoni-Ricardo (2004), Leite (2008), Lima (2005), Cunha and Cintra (2001), Bechara (2009), Castilho (2010), Faraco (2008), Lopes (2013), Omena (1996), Zilles (2000), Brustolin (2009), among others. The research was divided into two main stages: diagnostic and interventional. The diagnostic stage consisted of applications of oral and written linguistic perception activities, as well as questionnaires about the profile of the participant and the guardian. In the perception activities, we obtained that, in writing, there is a variation between "we" and "us", which confirms the suspicion that there is alternation in texts and the recurrences are not univocal; orally, 72.8% of the occurrences evidenced the term “the people”. In the application of the questionnaire, we concluded that the students are of low income, they care about their studies. As it is an action research, we proceeded to the intervention phase, which configured the teaching proposal through a didactic notebook entitled “The Portuguese that we like”, which was developed by the researcher teacher to solve the stigmatization problem above. The didactic book contains 19 methodological strategies, corresponding to the number of activities, divided into 03 (three) modules, being that in the first module. At the end of this study, the development of interventional action was favorable in terms of expanding the language skills of students in the participating class, significant advances were noticeable in the quality of the text produced by most of them. This result states that teaching strategies based on the knowledge of formal and informal in Portuguese language classes, in order to enhance the skills aimed at the linguistic expansion of students, are fundamental to solve the problems of stigmatization in the language, to spread the word. linguistic respect and to contribute to quality basic education.