Gradual features of Brazilian Portuguese in school texts: a sociolinguistic study in the elementary school
Gradual features. Brazilian Portuguese. Educational Sociolinguistics. School texts. Portuguese Language Teaching.
This dissertation deals with the gradual features of Brazilian Portuguesa (BP) in school texts by students in the 6th to 9th grade of elementary school (6th to 9th grade) of a public school in Brasília, in the Federal District. The main objective is to give a panoramic view of the occurrence and grammatical levels of the gradual features that appear in the writing of estudents of elementary school II. This work is locatede in the field of Educational Sociolinguistics in interface with Variationist Sociolinguistics, bringing together the quantitative and qualitative parameters for data collection and treatment. The sample consists of 311 texts produced in the genres personal report, ficctional narrative and opinion text. Data analysis is based on Bortoni-Ricardo’s theory of the three continuuns: urbanization, oralidade letramento e monitoração estilística, using the quantitative support for identification of the types of gradual strokes, frequencies and percentages of their occurrences in the student’s texts. In the end, it was verified that commum gradual features in PB orality appear more frequently in the written modality, while others had low or no occurrence, which supports the conclusion that linguistic variation is not a exclusive reality of speech and that awareness and appreciation of the differente varieties of PB are fundamental for a culturally sensitive education that can promote the expansion fo student’s linguistic competence.