Faculty profile, and the diversity of Brazil's official language

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SILVA, Edirene Freitas [1]

SILVA, Edirene Freitas. Faculty profile, and the diversity of Brazil's official language. Multidisciplinary Core scientific journal of knowledge. 03 year, Ed. 06, vol. 04, pp. 68-80, June 2018. ISSN:2448-0959

Summary

In the official language of Brazil there are several echo decorrências left by an archaic Portuguese, making this the dialects and regionalisms that shows a homogeneous language, because she's alive and changes over time. Therefore, this article, based on a critical analysis, aims at bringing some conceptions of the importance of linguistic variants in the classroom. So the study shows how important it is for the teacher to qualification and renewal of knowledge, as it has always been a premise to achieve academic excellence, the vast knowledge that the teacher needs to have cultural, pedagogical areas and methodology. For both this research makes a brief Retrospect on the concept of language, discusses some methods and how you can assist in the educational process by showing the richness that has our language. The methodology applied to the job stick to a descriptive study of type bibliographical revision, that program in scientific literature that try to answer such questions, and the results obtained have responded satisfactorily to the proposal of research in focus.

Keywords: Portuguese Language, Linguistic Variations, Faculty Profile.

INTRODUCTION

In Brazil more than 200 languages spoken, each region has multiple variants that determines the social inheritance of the subject, however the Portuguese which is taught in schools does not match geographic reality. As in points Perrenoud (2000, p. 141) "the school could not release entirely our society of fear to teach".

Being the language a rules group of language she is considered a social phenomenon in the proportion that represents the relationship that a society establishes with the world and the subject of that community. The language is the result of cultural appropriation, the subject is not born with it, he adapts from the need of communication, the language is manifested along with the culture: an anthropological concept of the anthropologist Roque de Barros he Nebraska Press says:

"maybe it's easier for the reader to understand the logic is the consistency of a cultural system treating it as a form of classification. Much of what we assume to be an inherent order of nature does not pass, in fact, of a sort that is the result of a cultural procedure ". (NEBRASKA PRESS, 2009, 91).

So don't confuse writing with speaking, since the normative grammar aims to correct forms and cling too much writing and forgets that she is also spoken.

According to Nebraska Press (2009, p. 21) "geographic determinism considers that the differences in the physical environment affect cultural diversity". It stressed that the linguistic variation is also directly related to the socioeconomic context of its speakers, because it is linked with the interaction between people of the same social group. However here is present the importance of teaching and how to teach what are these variants, and the Professor take up the student this cultural knowledge of the language. For this it is necessary to insist on knowing the professor, according to Freire, "teaching is not transferring knowledge not only needs to be learnt by him and by learners in their reasons to be anthology, politics, ethics, epistemological, pedagogical but also need to be constantly witnessed, lived "(FREIRE, 2011, p. 27).

In General, the search variants teaching tow the needs of language as a whole, but the normative grammar ends up never mind fragmented. Teachers can ignore the existence of this wonder? According to Paulo Freire ideally "in the educational experience, students, educators, together, live together in such a way with this as with other knowledge" (FREIRE, 2011, p. 34). Because we faced with these variants in the classroom.

You can see at this point that teachers have the fundamental role of teaching the student to take ownership of the knowledge of the language the way it is, because the need of this learning is noticeable, but currently "don't teach a knowledge relevant, that is, a knowledge that is not your "object mangling (MORIN, 2000, p. 20).

So the teacher has a great importance, because he must submit to the student in that situation must be used the language, if colloquial fashion or the standard way. For that it is necessary "to teacher training, the key moment is the critical reflection on practice" (FREIRE, 2011, p. 24). Communication is one of the major functions of the tongue, because through the words spoken or written can transform and humanizing.

The official brazilian language

 The brazilian Portuguese is the official language, regional language variants are regionalisms. It is known that the study of language serves to understand how humans communicate in a social context and linguistic variants discover the use and form of the language of each region (BAHARE, 2008). The purpose of this article and examine the study of language, and how teaching is conducted in educational institutions, as well as trying to better understand how this behaves on linguistic variations.

How well assures us (BAHARE 2008). It can be said that the linguistic variation arises from the reality of alternative templates are called variants, this variation is the result of a living language, so this linguistic dynamics is connected and powered by structural and social factors, as example of structural factors, we could cite the new technologies in the classroom, that in our current social situation correlate with the issue of cultural identity, as in points Freire (2012, p. 24) "that are part the individual dimension and the class of students whose respect is absolutely critical in educational practice progressive, is a problem that cannot be neglected. " In this context, it is clear that the linguistic variation is cultural, and also social tool, because it exercises power over the speakers of a particular region. To Morin, we must take into account that "we are part of a society, a part of the species developed beings without which society does not exist" (MORIN, 2000, p. 25). Most importantly, however, is to note that this process occurs naturally. It would not be exaggeration to say that the linguistic variation depicts the particularities of the language, in this case the line is a regional recognition mechanism of the subject, so it is through talk that it is possible to recognize the origin of the individual. Throughout this process, the identification of the origin of the subject, and together with the terms and customs the cultural traits of the community that this subject this inserted.

The Brazil is formed by five regions that speak the same language, however these regional and cultural variations, sufferers may even have the same features, but the Customs and the language difference. That's because the linguistic variant represents an important means to depict the cultural identity of a region, as it is through talk that the subject tells your origin, so that language is a reflection of this regionalism.

We realize that today we see thousands of people who are socially excluded for not following the standard pattern of a particular grammar, which was chosen for centuries in a society totally different from ours. As stated by Bagno (2008, p. 29) "so, as there are millions of Brazilians without school, homeless, without work, without health, there are also millions of Brazilians who we could call without a tongue". That speech makes us reflect on our practice in the classroom and our teaching role, and also about our relationship with the thousands of students that pass and will pass by us, which will reflect our views, as teachers we need rebuild our knowledge, as Edgar Morin in "point Seven Knowledge necessary for the Education of the future", refers to "a translation, followed by a reconstruction" (MORIN. 2000, p. 20).

What is the importance of language?

The importance of this language associated with the culture and society, she is one of the features of identity, So the language is a social factor that moves, modifies and produces society, but she is an element of the culture of a people, for we are trained for it. We consider here the "theory of the influence of the Middle" of Rousseau, which is explained by language and language. He said that man is good by nature, the society is that corrupts, so this power is exercised through language and language. By Linguistics, science established by Ferdinand de Saussure's language training, psychological, sociological, anthropological on your book he makes clear that she is also scientific.

Linguistics is constituted by all manifestations of human language, whether it is wild or people of civilized nations, archaic, or classical periods of decadence, considering in each period not only the correct language and the "beautiful "language, but all forms of expression. That's not all: as the language often escapes to the observation, the linguist must take account of the written texts, since only they will know the past or distant languages. (Saussure, 2006, p. 13).

It's interesting, say that the language is alive and changing, is always in development, because with the passage of time is influenced by new talk, but want her to stand still in time and space, what you teach is the normative grammar leading the subject to create RECs linguistic prejudices regarding the regional TOS/variants, but there are some factors that overlaps as dominant standard that is established in society, where all the time what you preach is a written language wanting to talk is the same as writing, and We know that writing and speech have specific characteristics. As addresses (BAGNO, 1999).

Let us leave, so the idea (Bigot) that whoever writes "all wrong" is an "ignorant" of the language. Learning of spelling is done by personal and frequent contact with well written texts, and not with evil rules drawn up or with exercises little enlightening. (Bagno, 2004, p. 138).

However, there seems to be no reason why this situation might change, since teachers are able to understand that speaking different, the way it is taught is not wrong, it's just a variation of the language. For this situation to change competence is necessary on the part of the teacher. "The notion of competence shall designate here a ability to mobilize various cognitive resources to face a kind of situation". (PERRENOUD, 2000, p. 26).

Soon, educational institutions only care about the standard, but end up leaving aside this linguistic wealth we have in our country. As quoted above, the language is rich and you can't stay stagnant in time, we need to show who can be spoken in different ways taking always into account the regionalism. The Brazilian writer and linguist Mark Bagno speaks of social exclusion and political domination by the tongue, this ideology is a social control mechanism that is ingrained in societies.

Therefore becomes important to the speaker of the Portuguese language to know identify and differentiate your linguistic variation, not to belittle, to revere and marvel at the nobility that their native language has, this is one of the proposals Curricular parameters of the Portuguese Language:

(…) knowing and valuing the diversity of the cultural heritage of Brazil, as well as socio-cultural aspects of other peoples and Nations, positioning itself against any discrimination based on cultural differences, social class, sex, belief, ethnicity or other individual and social characteristics (Secretary of Fundamental education, 1997, p. 15).

According to Bagno (1999), the schools transmit standard, as only studying grammar. The students don't learn the language the way it is, so do not take into account the linguistic baggage of these students come to educational institutions, disregarding the linguistic and cultural diversity of students.

It is undeniably of teaching how to act on this linguistic variation, as should show the student when it should use the default standard leading the student to reflect and make you aware how these standards promote language learning Portugal, it would be a mistake, however, did not take up the students this understanding and knowledge. To understand is to realize the various Morin sides of a person. […] "Understanding requires a movement of empathy" (MORIN, 2000, p. 36).

Thus, it is particularly important to remember that our language is heterogeneous and that communication is one of the main functions of it, because it is through her that the subject develops, argues, teaches, question, so she is part of our identity culture and our society, and these experiences are present in our daily lives. For the anthropologist Nebraska[…] Press "understand the logic of a cultural system depends on the understanding of the categories established by the same" (NEBRASKA PRESS, 2009, p. 96).

Under this optics, wins the study particularly relevant that linguistic diversity does not consider any variation better or worse than the other takes into account only the difference, since it is this difference that makes it charming. Bagno argues that over the years lose gains new words, however this event won't leave poor language, since the formation of new words is in pace much faster than the disuse, so that the language is not homogenized because if it was there would be a destruction of linguistic diversity, but she is nonetheless a dynamic universe, Rico and complex. The language is not required for a single being, and by a social group.

It can be said that Bagno makes it clear that linguistic variation is real and argues how the language should be seen and taught in schools, to the author's social and structural language. In this context, the author Aashay says that the linguistic variation is caused by structural and social factors, so leaving this context the two authors have the same vision on the tongue. Bagno reports linguistic variation with more complexity Aashay already take care of it more briefly in relation to Bagno. Thus, the author makes it clear that this study does not come to an end, there will always be new innovations. "The language is a raging river, long and wide that never stops in your course" (BAGNO, 1999, p. 10). It is important to state that this study is very complex and needs many more sources.

As explained above, the linguistic variation exists and needs to be studied, the only way to stop being seen as a talking wrong, because the goal and show the richness in it, this effect ceases to be seen as some peculiar weakness of the speaker. The language has a remarkable potential, she is a manifestation of social and cultural practice. For example, to raise the teachers time to teach the students (Bagno, 1999). Cannot reject hundreds of speakers for not following the grammar.

What there is, on the other hand, in terms of representation or imaginary languages, is an ideal standard, unattainable, and on the other side, in terms of linguistic and social reality, real, concrete varieties, as they find themselves in society (Bagno, 2004, p. 161).

The author makes it clear in the quote above that there is no language grammar, but that a language can exist without grammar. For this reason the popular language is so rich, but this wealth ended up getting out of grammar, in order not to compromise the national domain of famous writing pattern. As quoted above linguistic variations, which are part of the culture of the speakers of each region was excluded from the own language.

The Curricular Parameters argue that language is also a tool for reflection, supporting himself on two factors: "the human capacity to reflect, analyze, think about the facts and phenomena of language must be able to refer to itself, to talk about his own language ". (Secretary of Fundamental Education, 1997, p. 53).

It is clear, the importance of reviewing the way that picture in the classroom the different types of linguistic variations, because there really isn't any better than the other. Hopefully, we can express ourselves in many ways, using linguistic variants in various social contexts. At this rate, it is only a matter of time, a short time, to begin to understand that the talk is different from writing. See therefore that this reality of linguistic variation brings its own characteristics that enrich the cultural plurality of the five regions. Even so, there seems to be no reason why the language is subject to grammar.

For all these reasons, teachers should not treat the variations as only one deviation from the standard, but show the students that they can speak in different ways according to the occasion. It is necessary to emphasize that the standard is mandatory in formal contexts, and is paramount in the uses of writing. 

Faculty profile ahead of the linguistic diversity in the classroom

As seen in the first chapter of this paper, linguistic diversity is the variation that the language features according to each region, social, cultural and historical condition. In this context, it is clear that the standard of the Portuguese language corresponds to a collection of rules imposed by normative grammar. The most troubling, is to note that professor disregards this linguistic baggage that student has already acquired by the social conviviality. However the teacher most of the time don't know their students, and do not know what to teach in General to better knowledge, the research was to be part of everyday professional. According to Freire.

There is no research and research education without teaching. Those that do are one in the body of the other. While still seeking education, reprocurando. I teach because I seek, because I asked, because I inquired and wondering. Search for knowing what I don't know and communicate or announce news. (Freire, 1996, p. 32).

It can be said that it is clear that diversity by being a social and cultural factor demands of professional education, know it, understand it and bring it into the classroom. In this context, shows that the teacher and the central element in the construction of knowledge, and the student is the raw material to be worked. The most worrying thing, however, is to note that the concept of good learning and built when the student repeats or agree with the professor, without effective participation of student thinking.

As explained above is interesting, to say that the teacher give her students the freedom to think, to criticize and to formulate their opinions, I don't feel good at all, because in the school environment there are no good, they all do together.

According to FREIRE (1996), the Teaching Profile is knowing that we are unfinished beings and that we are always under construction, so when we teach we learn and when we learned we teach, the teacher needs to be aware and get an action and a transformative vision of whole world in which you live. Produce new knowledge putting into practice the curiosity, Freire calls epistemological curiosity.

It is in this sense, for example, I get close again the question of the inconclusão of the human being, your insertion of a permanent movement, that rediscuto naive curiosity and criticism, epistemological turning. (Freire, 1996, p. 15).

How well assures us MORIN (2000), the main duty of the education is to prepare the students to face the uncertainties, namely, to advance knowledge it takes to err.

It is no exaggeration to say that the professional education sometimes acts in a manner as if the prior knowledge of the student wasn't useful in the construction of knowledge. So, worry that they use traditional methods to preserve a know conditioning and influenced, that because these conceptions are acquired in the course of school life. Second PERRENOUD "the teacher should establish complicity and solidarity in pursuit of knowledge and even a little in advance, give up idea of defending your image of a professor who knows everything, accepting your own ramblings and shows ignorance "(PERRENOUD, 2000, p. 38). So the professional has to be prepared and know very well the environment in performing its activities, due to the linguistic diversity of learners. For MORIN (2002, p. 63) "and we need to understand both the human condition in the world, as the condition of the human world".

For PERRENOUD (2000, p. 14) Teaching profile allows you to accentuate the "skills deemed priorities by being consistent with the new role of teachers, with the development of continuing training, initial education reforms, eat the ambitions of policies "education. Faculty profile facilitates a process of continuous training, but that this process does not run out with the end of the course, but must be continuous to be built in the school daily. So we need to develop the skills and knowledge transfer, to educate for citizenship.

As we can see in this quote, that the teaching profile is applied to the teacher so that he acts in the classroom. Of course, the application can be used to show how to deal with the student to work always with excellence to achieve a vast cultural, educational and methodological repertoire. CITES, as an example, technological advances meant that students kept outside the school context, bringing into the classroom a wide luggage information and judgments. Perrenoud still argues that it must:

Show ways of teaching, around, for example, differentiation, the creation of didactic situations or the management of progressions along a learning cycle, an argument it seemed more sensible than a list of increasingly detailed items (2000, p . 15).

In this sense, the teaching profile allows the teacher to be the author of your creation and your teaching situation. It is important to understand that learning the teacher has to be continuous, because education evolves as the changes caused in the teaching-learning environment, have perception that is not only how to teach and how we should teach and know how to handle certain situations in the classroom. In this sense, Let's illustrate the teaching profile as continuous learning doesn't restrict teachers just as mere transmitters of knowledge, it transmits more also learns, there is a tradeoff.

Conclusion

The development of this research provided to examine the linguistic varieties are being taught in the school environment, a reflection about the benefits of teaching resources and difficulties encountered by the lecturer to work this content, In addition, it has shown different resources of working language and evaluate how these help in learning, a teaching focused on the respect of differences of varieties, without, however, fail to prevail to quality education, in which the standard-pattern makes it essential.

It is the teacher the obligation to invest in your training, investigating, questioning, studying and seeking results to back up its arguments in the classroom, from this brainstorming exercise and criticality, the teacher can assist in training and the transformation of students critical and aware, an action for recognition and appreciation of this personal, social and cultural identity. In this context, the intervention of the educator can contribute with your social role of transforming the student in critical citizen and qualified to face the reality of not only the school but also social scope. Thus, the teacher plays an important role in the learning process of the student, in the construction of own knowledge and ethics.

In General, teachers find it difficult to work as language variants must be crafted, and end up showing disinterest, because with the lack of time and support the institutions plan and even apply in the content. So with the lack of these factors teach standard, getting a very limited education, because having to give normative grammar-related content will eventually put aside the language teaching, not knowing the actual problems for the study.

The study of the theory of Bagno allowed a different look on the tongue in your entirety, this research shows how to submit this subject more comprehensively strengthening and ends up motivating students even more my curiosity to go further in this research.

Given the importance of the subject, makes the development of the study so you can unleash skills and abilities to ensure the teaching of language and linguistic variants, because they bring their own features that enrich the cultural plurality of our country, in this way to meet the different needs of students and thereby effect a pedagogical practice.

In this sense, the use of resources for language learning and linguistic variants in school allow teachers help the teaching/learning process in a more enriching, motivating the students to have more willingness to learn and contribute to that learning is really significant. These reflections should contribute to propose an educational model that seeks to include all students in society more just and egalitarian manner.

Bibliographical references

BAGNO, Marcos. To the language of Eulalia: novel Sociolinguistics. São Paulo: context, 2004.

BAGNO, Marcos. Linguistic prejudice: what it is, how it's done? São Paulo: Edições Loyola, 1999.

THE FUNDAMENTAL EDUCATION OF THE MINISTRY OF EDUCATION OF BRAZIL. National Curriculum: Portuguese Language Parameter Settings. Brasília, 1997. MEC/SEF. Available in <http: portal.mec.gov.br/seb/arquivos/pdf/livro02.pdf="">Access in: 20 May.</http:> 2017.

FREIRE, Paulo. Pedagogy of Autonomy: Knowledge necessary for educational practice. São Paulo: Peace and Earth, 2011.

FREIRE, Paulo. Pedagogy of the oppressed. 13. Ed. Rio de Janeiro: Paz e Terra, 1983.

NEBRASKA PRESS, Roque de Barros. Culture: An anthropological concept. 24th ed. Rio de Janeiro: Jorge Zahar, 2009.

MORIN, Edgar. The seven Knowledge necessary for the Education of the future. São Paulo: Cortez, 2000.

MOURA, Bahare. The challenges of Language and writing. Maceió-Al: Affiliate, 2008.

PERRENOUD, Philippe. Teach: Act on urgency, decide on uncertainty/trad. Claudia Schilling. -Porto Alegre: New Haven, 2001.

PERRENOUD, Philippe. 10 new skills to teach. São Paulo: New Haven, 2000.

[1] Educator, master's degree in education from the Universidad La Empresa-UDE/Montevideo – Uruguay; Postgraduate in Psicopadagogia the University Camilo Castelo Branco-UNICASTELO; Degree in Portuguese and English by University Paulista-UNIP/São Paulo; Municipal and private teacher in the town of Valinhos. São Paulo/Sp.

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