The objective this work was to investigate the linguistic prejudice under the viewpoint of Letters
academics, as: their positioning concerning to this theme, their readings and knowledge related to the
subject, their conceptions of langue/language and the presence or absence of this prejudice in their
answers to this research. After the bibliographical survey and theoretical discussion with Bagno (1999;
2003; 2007); Travaglia (2005); Luft (1985) and other authors related to the object of study, the first
step was the qualitative data collection through face to face interview. The corpus was composed of a
group of five students of the Letters Course, two male and three female, aged between 20 and 29 years
old. After that, we made the free transcription of the interviews that was analyzed by the content
analysis technique, jointly with the categorization and interpretation of the data by a case study. The
results obtained show that the way how academics conceive the langue and language practice weakens
linguistic prejudice. The basic concepts approached by professors are satisfactory in many aspects, but
the academics still do not comprehend the difference between standard norm, cultured norm, and
langue. In contrast to this flaw, the training is providing the academics an appropriation of knowledge
in order to combat the linguistic prejudice. In sum, the results of the general problem and the
hypotheses raised in this research show that although the Letters Course does not have the discipline
of Sociolinguistics in its curriculum, the academics are partially prepared with their knowledge,
conceptions and own ideas to combat this type of prejudice. Even so, we would like to emphasize that
these results do not nullify the need to include the Sociolinguistics discipline in the Letters Course.
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