A diversidade linguística e o uso do celular : relato, reconhecimento e contextualização

Abstract

The school, traditionally, favors normative grammar in Portuguese classes, as a “standard” language to be learned by the student. This outdated posture conceives the apprentice as a mere spectator of the learning process, causing a circumstance of the silencing of linguistic diversity. Therefore, it is emphasized the need to insert significant social practices, based on the culture of the students, to give new meaning to pedagogical practices. It is worth mentioning that the present research does not fit in a sociolinguistic perspective, that is, a field study with the objective of envisioning the gradual changes of the language. The terms linguistic variation and diversity are used as synonyms, conceiving them as differentiated achievements or uses of language, according to Costa (2012). The work in question aimed to use the cell phone as a support for motivation and appreciation of language, from significant contexts of social practice. As a product, a pedagogical notebook was designed that instigated the use of the cell phone as a propellant of the oral narrative based on the imagery of significant scenes for the students. The occasions of oral exposure served as an event for the perception of diversity. In addition, reading and textual interpretation integrated the notebook. Such referral sought to concurrently inhibit linguistic prejudice, promoting the convergence of linguistic diversity in the school environment. This study was developed in a class of the eighth grade of elementary school, composed of thirty-five students, members of the state school system of Sergipe. The students were part of the student body of the morning shift of a school unit, located in the urban area of the municipality of Itabaiana. The theoretical contribution was supported by Kleiman (2005) and Soares (2009) about literacy events; Freitas (2010) on digital literacy; Rojo (2012) around multi-tools; mobile learning, by Xavier (2005, 2013) and Barral (2012); the linguistic variation, by Freitag (2013), Nogueira (2012), Bagno (2007), Bortoni-Ricardo (2004 and 2011) and Faraco (2004); linguistic diversity and variation, by Costa (2012); the digital resource, by Araújo (2010); in addition to teaching Portuguese, by Messias (2012) and Suassuna (2009). Finally, it reached the revival of linguistic diversity in the classroom, through the acts of reporting, recognizing and contextualizing language mobility.