In this work, we focus on two collections of Portuguese language textbooks for middle school,
using Discourse Analysis with a Pecheuxtian and Orlandian orientation to highlight the
discourses present in these materials regarding linguistic prejudice. To do so, we started from
the assumption that linguistic prejudice is established as a discourse/ideological clash,
constituted by socio-historical determinations, sedimented in the social imaginary that there are
better ways of using language than others, leading to linguistic stratification and, consequently,
social exclusion of speakers of stigmatized varieties. Thus, while one of the functions of
schooling is to enable the formation of a citizen capable of (re)thinking the social
inconsistencies that afflict the society in which he lives, on the other hand, the textbook presents
itself as a means of facilitating and facilitating the debate and reflection of these diverse themes
within the school environment. Therefore, perceiving the discursive ideology of these materials
about linguistic prejudice is a means of understanding how education and, more specifically,
the teaching context, deals with these issues, referring to the various forms of symbolic violence
that we currently experience. In this way, appropriating a discursive perspective, that is, seeking
to highlight how saying generates sense effects by being inscribed in history, affected by
ideology, we seek to understand how the textbook behaves discursively in the approach to
linguistic prejudice, identifying the rhetorical and linguistic strategies used to address this issue
in the final years of elementary school. Based on these arguments, we raised the following
research question: to what extent do the middle school textbooks particularized for analysis
show themselves to be inscribed or not in discourses that tend to reinforce linguistic prejudice?
For the development of the research, we set the following general objective: to analyze,
discursively, aspects related to linguistic variety in textbooks aimed at middle school, tracing a
parameter of analysis between the linguistic variants presented in these materials (prestige
variants, standard norms, stigmatized variants) and the current scientific context's theoretical
and methodological positions to observe, discursively, whether the ideology projected by them
tends to reinforce or confront linguistic prejudice. The analyzes demonstrate that, despite
seeking to discuss the issue of linguistic prejudice, inscribing themselves in innovative teaching
discursive formations (TDI), mainly thematizing the issue of linguistic variety, the collections
are, in large part, affected by an imaginary of traditional teaching discursive formations (FDT),
reinforcing, to some extent, typical discourses of prejudiced positions. This implies that the
analyzed collections seek to comply with the determinations of the official discourse on
language teaching (FDO), which is crossed by both discursive perspectives, sometimes
referring to innovative teaching, sometimes subjugating itself to notions of typically traditional
teaching.
|
