Linguistic Variation in the National Curriculum Parameters for Portuguese Language: Theory and Practice in the Textbook

Abstract

This article analyzes the approach to linguistic variation in the National Curricular Parameters for Portuguese Language (PCNs) and its applicability in a 6th-grade textbook. The study aims to verify whether the pedagogical proposals of the textbook are aligned with the guidelines of the PCNs, emphasizing the importance of addressing linguistic variation as an inherent phenomenon in the teaching-learning process. The employed methodology is qualitative and exploratory, based on bibliographic and documental research, utilizing concepts of linguistic variation, linguistic prejudice, and textbooks, as outlined by authors such as Labov (1972), Farias (2023), and Bagno (2001). The results indicate that the PCNs recognize linguistic variation as a fundamental component of the linguistic process, especially considering the differences between oral and written language patterns. The analysis of the textbook shows that its pedagogical proposals are in accordance with the PCNs' guidelines, offering practical activities that effectively address linguistic variation. It is concluded that the Portuguese language teacher plays an essential role in promoting a critical education committed to social transformation, using the PCNs' guidelines to teach linguistic variation inclusively. The study highlights the need for continuous teacher training to face the challenges associated with linguistic prejudice and to promote a more equitable and inclusive education.