LANGUAGE, IDENTITY AND PREJUDICE: THE ROLE OF REGIONAL LANGUAGE IN THE CONSTRUCTION OF RURAL IDENTITY AND ITS EFFECTS ON EDUCATION

Abstract

Linguistic Prejudice in rural areas is a complex phenomenon that affects both the identity of individuals and their educational opportunities.  This article aims to investigate the role of regional language in the construction of rural identity, as well as the effects of linguistic prejudice on the teaching-learning process in students from rural areas.  The methodology adopted for this study was qualitative and bibliographical.  The sample was composed of some students who are part of the Dr. Jaime Monteiro High School of Reference, Gameleira-PE.  Data collection was carried out through surveys before and after the interventions, interviews with some students, questionnaires on the perception of the damage caused by linguistic prejudice, as well as direct observations in the classroom.  The results were obtained through moments of reflection and awareness in the Guided Study classes and Training Itineraries, restoring self-esteem and expanding horizons in relation to the identity of their family roots. The research analyzes how local variants, often stigmatized, influence the self-esteem and belonging of rural students, in addition to exploring how the linguistic prejudice present in schools can impact the academic performance and the formation of the identity of these individuals.  The research also addresses the importance of inclusive educational strategies that promote the appreciation of regional languages and dialects; demonstrating that it is a continuous process and requires stimulation for this transformation. It is perceived that there is always an explanation in the mechanisms of language, linguistic variations portray the history of each individual, and most of the time, they are seen with prejudice and discredit; however, there is enrichment in knowing the history of a language to unveil why each speaker handles it in divergent ways.