ENTRE A PRESCRIÇÃO E A CONTEXTUALIZAÇÃO:

O TRATAMENTO DE VARIAÇÃO NO ENSINO DE ORAÇÕES RELATIVAS EM LIVROS DIDÁTICOS DE ENSINO MÉDIO.

Abstract

This article aims to analyze the relative constructions in High School textbooks. Based on the framework of Variational Sociolinguistics and on the empirical studies about the variable use of relative constructions in Brazilian Portuguese, our goal is to investigate how the teaching of syntax considers the heterogeneity and variable reality of the language in question. For this purpose, we analyzed the three volumes of the collection Português: contexto, interlocução e sentido (by Maria Luiza Abaurre, Maria Bernadete Abaurre and Marcela Pontara). In this paper, we consider that sociolinguistics knowledge is important in Portuguese teaching because it allows The student to have a more coherent and contextualized language learning process. We propose that, when it comes to variation, the textbooks prioritize (almost exclusively) the conception and stereotyped descriptions about the lexical variational uses. Therefore, textbooks overlook the contributions of sociolinguistics on the teaching of syntax. In general lines, the analysis of the textbook collection Português: contexto, interlocução e sentido shows the authors’ commitment in discussing linguistics variation directly and indirectly. However, the syntactic topics are based on a prescriptive approach and variable uses are treated as accessory curiosities and in a superficial manner.