O português do Brasil em materiais didáticos para estrangeiros: um estudo das variações linguísticas e socioculturais

Abstract

Sociolinguistic studies have contributed significantly to the development of teachers' critical awareness of language teaching/learning processes, especially regarding the linguistic variations inclusion in didactic materials (DMs) and the need for linguistic-discursive approaches that break with the homogeneous language teaching concept still present in most materials and classrooms, as seen in works from Bright (1966) and Labov (1972) to Bortoni-Ricardo (2005, 2014), Zilles and Faraco (2015), among others. Concerning the context of teaching Portuguese as a Foreign Language (PFL), it’s necessary to reflect on how traditional teaching based on normative grammar interferes in the teaching/learning process, checking on sociolinguistics and didactic materials studies, the materials adequacy (or lack of) to a heterogeneous language understanding. Thus, this research objective is to carry out a study of four DMs, in this area, focusing on a survey of how linguistic and cultural variations aspects are explored in the selected activities and themes by the materials’ authors.. The theoretical contribution is based on studies by Almeida Filho (2005, 2007, 2010), Antunes (2004, 2007), Bagno (2004, 2007), Bortoni-Ricardo (2005, 2014), Bosi (1996), Britto (1997), Faraco (2004, 2011), Hall (2003), Labov (1972 [2008]), Neves (2004, 2011), Schlatter (2009) and others. The methodology is a bibliographic research through a qualitative interpretative data analysis, based on Bardin (2016), Bortoni-Ricardo (2008), Flick (2004), Fonseca (2002), Gil (2002), Minayo (1994) and Schwandt (2007). The corpus composition includes: Português Via Brasil (LIMA; IUNES, 2005), Nova Avenida Brasil – Vol.1 (LIMA et al., 2008), Pode Entrar (OLIVEIRA, 2015) and Diga trinta e três... em português! (BRASIL, 2017). Their analysis consists of: presentation and contextualization; reading, selecting and interpreting contents that are related to linguistic variation and cultural diversity topics; finally, answer the questions prepared for the investigation. Results show that each DMs is directly influenced by its production and use context, therefore, the oldest and the general public, tend to explore less the country linguistic and cultural diversity, while the most recent and for specific audience have a more inclusive proposal. It is known that recently the postulates of Sociolinguistics have been influencing the DMs elaboration in addition to mother tongue teaching, although there is still a need to improve activities and the continuous reflection and adaptation of the PFL teaching-learning process owing to: involving real contexts of the language in use, favoring the communicative competence development and social interactions of the language learners.