LINGUISTIC VARIATION AND THE TEACHING OF THE PORTUGUESE LANGUAGE: CHALLENGES AND POSSIBILITIES IN BASIC EDUCATION

Abstract

This article analyzes the relationship between linguistic variation and the teaching of Portuguese in basic education, aiming to understand how linguistic diversity is addressed in pedagogical practices and how it can contribute to a more inclusive and critical language education. Based on Variationist Sociolinguistics (Labov, 1972; Tarallo, 1985) and the reflections of authors such as Bagno (2007), Bortoni-Ricardo (2005), and Faraco (2008), the study is anchored in a qualitative and descriptive methodology, based on the analysis of content obtained through questionnaires applied to elementary school teachers. The results indicate that, although there is progress in recognizing the importance of linguistic variation, pedagogical practices anchored in normative conceptions of language still persist, which limits the development of a plural and contextualized perspective on teaching. The analysis also reveals that many teachers recognize the sociocultural value of different linguistic varieties, but lack the theoretical and methodological training to effectively incorporate them into their classes. It concludes that Portuguese language teaching needs to advance in valuing linguistic diversity, overcoming linguistic prejudice and promoting critical reflection on the use of language as a social practice. The study reinforces the need for further research exploring innovative teaching strategies focused on teacher training and sociolinguistic literacy, consolidating the integration between theory and educational practice.