Linguistic conceptions: surveys on the beliefs of public school teachers in Foz do Iguaçu, Paraná

Abstract

This study aims to discuss and analyze the beliefs of teachers working in the municipality of Foz do Iguaçu regarding linguistic variation. The research encompasses two stages of basic education: Elementary Education – early years and High School, and is conducted in municipal public schools as well as in a secondary education institution. This is a qualitative study whose data are generated through the application of a beliefs test adapted from Cyranka (2007) to 30 fifth-grade teachers from the municipal school system of Foz do Iguaçu and to 16 teachers from different areas of knowledge, excluding Portuguese Language teachers, working in the high school institution. The theoretical framework is grounded in Educational Sociolinguistics (Bortoni-Ricardo, 2005; Cyranka, 2007), a field that discusses the principles of this theoretical approach and teachers’ conceptions regarding the Portuguese language and its teaching. Preliminary findings, since the research is still ongoing, indicate that the participating teachers demonstrate only an initial and superficial understanding of Sociolinguistic theory, which contributes to the development of beliefs considered misguided from the perspective of Sociolinguistics concerning linguistic variation. In light of Educational Sociolinguistic theory, this study therefore seeks to problematize and demystify misconceptions about language and its varieties, contributing to the development of more reflective and inclusive pedagogical practices.