Variação lexical à luz da sociolinguística: um estudo sobre termos pejorativos com base no gênero ‘Reel’

Abstract

This was work developed by the Professional master’s degree in literature – Profletras, at the State University of Paraíba, campus III and falls within the field of Languages and Literacy, with a focus on Language Studies and Social Practice. His motivation arose from the need to work, in the classroom, on aspects related to the social function of the language, after identifying the use, by 9th year elementary school students at a school in the city of Patos - PB, of lexical variants that have pejorative meanings from a pragmatic-discursive point of view, such as bicha, sapatão, piriguete, matuto, leso, quatro olhos, botijão de gás, among others, to refer to each other and that this use often seemed to be thoughtless. Therefore, we proposed a series of activities that aimed to study the different contexts of use of these variants in the school community. With this, we tested the hypothesis that after studying the different contexts of use of lexical variants that have a pejorative meaning from a pragmatic-discursive point of view, henceforth VLSP, students would start to monitor the use of these variants according to the communicative contexts, softening, thus, the random use of pejorative nature of such terms, a use that can cause bullying and prejudice. To this end, we adopted the methodological bias of action research and adapted the intervention model proposed in the didactic sequence of Dolz, Noverraz and Schneuwly (2004) to work with linguistic variation in the lexical field based on reel genre. Put this way, we developed an initial questionnaire to confirm the use of the variants in question and, after verifying what we had already noticed in the observations, we began applying the didactic sequence with the presentation of the situation and an initial production, followed by four modules of studies and a final textual production. We use as a theoretical basis for this work the assumptions present in Antunes (2007), Freire (2001), in BNCC (2018) about language teaching, as well as the contributions of Bagno (1999), Bortoni-Ricardo (2004), among other authors. After completing the research, we noticed a greater awareness on the part of students regarding VLSP, the contexts of their use and the consequences of their use at school and outside. This work also resulted in the creation of a pedagogical guide for teachers with step-by-step instructions for creating a series of reels at school.