HOW SCHOOLS HANDLE LINGUISTIC VARIATION IN BRAZIL

Abstract

This article is part of an extensive and rigorous scientific work developed during the Academic Master's Degree in Education Sciences, at the Lusófona University of Humanities and Technologies (ULHT), Lisbon, which has as its theme: The use of the Portuguese language in two regions of the state from Ceará. The aforementioned research work was developed in the cities of Pentecoste and Juazeiro do Norte, representing respectively the language spoken in the Litoral Oeste and Cariri regions of Ceará, in which the importance of analyzing and respecting linguistic variations in Brazil was discussed, in order to Do not hinder students' learning in high school, leading them to drop out of studies due to the lack of communication between teachers and students and even among peers. It mainly investigates lexical differences and their causes (specific objectives). The methodology used is qualitative, with a school in each municipality studied as the empirical research field, as the participating subjects are coordinators, teachers and students. Data collection was carried out through semi-structured and individual interview sessions (2018). And its analysis is based on Bardin’s “content analysis” method (2015).   based on the National Curricular Parameters – High School – Part II – Language, Codes and their Technologies, National (1997) and on linguists such as: Bagno (2015), Traváglia (2017) and Lucchesi (2012, 2015, 2017), the literature that proposes new paths for teaching the Portuguese language, considering the different dialects that compose it, highlighted by historians: Aranha, (2020) and Fausto, (2019).