Variação linguística em textos de alunos da EJA no município de Tomé-Açu/Pa.

Abstract

The objective of this study is to analyze the linguistic variation present in texts by Youth and Adult Education (EJA) students in the city of Tomé-Açu/PA, to reflect on the position of teachers in relation to the teaching-learning process. Learning, in particular the teaching of the mother tongue. To this end, the theoretical framework adopted is based on Labov (2008 [1972]) on the assumptions of variationist theory and Bagno (2001; 2003). Regarding treatment and teaching in EJA, Soares (2003) and Gadotti and Romão (2008). From a methodological point of view, it is a case study as indicated by Lakatos and Marconi (2011) in which the data were obtained from the application of a questionnaire to six EJA teachers in the municipality of Tomé-Açu/PA, as well as the analysis of excerpts from texts by EJA students in which marks of linguistic variation are observed. The results point to phenomena such as: the heightening of the vowels /o/ and /u/ in syllabic coda, pouco > poucu, bonito > bonitu and cabelo > cabelu; apocope of the final /r/ as in trabalhar > trabalha, morar > mora and deletion of the <s> in the digraph nascimento > nacimento. The analysis indicates that marks of orality are present in the written texts of the students and the teachers consider that such manifestations imply the dissemination of linguistic prejudice and the teaching practices adopted are still, for the most part, of a traditional nature.