Medeiros, Mário Lourenço deLima, Francisca Erik Larisse Nogueira2019-09-102019-09-102019-02-15LIMA, Francisca Erik Larisse Nogueira. A variação linguística em sala de aula: mote para uma superação do preconceito linguístico. 2019. 149f. Dissertação (Mestrado Profissional em Letras) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2019.https://repositorio.ufrn.br/jspui/handle/123456789/27699One of the main objectives of mother tongue teaching is to increase the linguistic and communicative skills of students, enabling them to use the language in different contexts. Starting from an ethnographic bias, this research takes contributions from sociolinguistics and aims at linguistic variation and linguistic prejudice in the classroom. Its main purpose, through an interventional didactic process, is to provide students with an understanding of the existence of linguistic varieties of Portuguese in relation to its standard modality. Aiming at that purpose, an intervention is proposed in a 9th grade classroom of a state public elementary school, located in Fortaleza - Ceará, in order to clarify to the students that the Portuguese language is not confined to a single modality, and even less, to the rules of the prescriptive grammar. The linguistic prejudice, the linguistic variation, and the notion of "error" presented in Bagno (1999, 2007 and 2013) and in Bortoni-Ricardo (2005) constitute theoretical contributions of the sociolinguistic studies that anchor our research. We seek to answer the question “how to overcome linguistic prejudice in the classroom?”. We understand that this overcoming contributes to an easier familiarity with this linguistic phenomenon when it emerges through social interactions. To do so, activities that approach the concept of language, the history of the Portuguese language, as well as the existence of linguistic varieties are proposed. This study has a qualitative nature and follows the assumptions of Vasconcelos's action research (2006), and the pedagogical strategy of the didactic sequence as proposed by Dolz, Noverraz & Schneuwly (2004). As a result, it could be observed that, after going through the stages proposed by the didactic sequence, most of the students came to better understand the different types and causes of linguistic variations, which is a necessary factor not only to comprehend, but also to overcome the linguistic prejudice, realizing that different contexts of use allow and even stimulate the production of different linguistic variants.Acesso AbertoSociolinguísticaVariação linguísticaPreconceito linguísticomasterThesisCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS