Entre fronteiras e pré-conceitos: o ensino de Língua Portuguesa em escolas municipais de Amambai-MS

Abstract

This essay aims to discuss the teaching of Portuguese from the great discussion that has long circulates around linguistic concepts and its application in the mother's tongue teaching. Also close ranks with the pedagogical framework and other materials aimed at continuing education, which largely reinforce the need for greater sensitivity sociolinguistics in schools. As a case study, this work holds up to evaluate the teaching of the Portuguese language in public schools in Amambai-MS, a municipality located in the border with the Republic of Paraguay. The boundary in this case should be understood beyond its geographic size, because the cultural amalgam is notorious in the municipality in question, perceived in its ethnic, generational or socio-economic dimension. It's posible to verify that the suggested changes by the NCP's for teaching Portuguese Language are recognized in the school environment, however, either for lack of adequate working conditions, either because of insufficient theoretical domain, the educators too often declare not to deepen these guidelines. It is the case of non-recognition and appreciation of linguistic variety as central to the awakening of interest in their students' education. It could be noted, for example, by the insistence of teachers to describe situations in which the student speak / write "wrong". Then, would it persist among teachers normativeprescriptive tradition, seated alone in default Portuguese? And thus, would we be situated between boundaries and preconceptions? The research will attempt to answer these and other questions.