O conceito de variação linguística em materiais didáticos da modalidade de ensino EJA

Abstract

This dissertation analyzes the approach to linguistic variation in teaching materials for young people and adults, a relevant component for the training of students in this teaching modality. Our general objective is to analyze the approach to linguistic variation in teaching materials for the Youth and Adult Education modality in the context of Elementary School II, in three distinct areas: Youth and Adult Education Program (PEJA), from the Center of Youth and Adult Education (CEJA) and the National Examination for Certification of Youth and Adult Skills (ENCCEJA). The specific objectives, in turn, are organized as follows: a) analyze the conceptual terminology used in the different teaching materials in EJA; b) compare the approaches in the different materials available in the EJA modality; c) recognize the fundamental parameters of approaching variation in teaching materials. The methodological path to arrive at this analysis began with an internet survey of the 2023 teaching materials from PEJA, CEJA and ENCCEJA. Subsequently, seven recognition parameters were outlined. At this stage, it was observed that with regard to the research classifications in the teaching materials of PEJA, CEJA and ENCCEJA, there is a noticeable lack of consideration of linguistic variations. While PEJA addressed five of the seven parameters, CEJA only addressed three, and ENCCEJA, although it examined four parameters, prioritized mainly the fifth parameter. This research is qualitative in nature and is based on Bortoni-Ricardo's theory of educational sociolinguistics, which understands language as a social and cultural phenomenon. At this point in the theoretical foundation, our analyzes are based on the principles proposed by Bortoni-Ricardo (2017). Furthermore, we took into account the specific questions proposed by Lima (2022), which highlight essential aspects about how linguistic variation is treated in teaching materials