The variation linguistic teaching in the National Curricular Common Base

Abstract

The present work, centered in a functional perspective of the language, whose theory defends the variation, the modification and the grammaticalization, has as central objective to establish reflections on how the ‘Base Nacional Comum Curricular - BNCC’ (National Curricular Common Base - NCCB) treats the object of knowledge, linguistic variation, articulated to linguistic/semiotic analysis, in elementary school. Based on the description and analysis of the abilities directed to the linguistic variation teaching, listed in the Base, we also intend to identify how this proposal of Portuguese language teaching is linked to the conception of North American functional linguistic. Sustained in the theoretical commitment  to the inherently social nature of the language, we will point out the oscillations between the formal and the functional in the teaching of linguistic analysis. For this, we took as corpus of research the homologated version of the BNCC. The work is based on Sociolinguistic contributions, supported by studies carried out by Labov (2008), Tarallo (2005), among other authors, also in contributions of North American functional linguistic, dialoguing with authors such as Givón (1979) Hopper (1991) and Pezatti (2004). The results obtained so far demonstrate that the BNCC approaches the linguistic variation according to several aspects inherent to the functional linguistics conception, pointing to the language study in the various situations of use, with the individual as the central element for the linguistic discussions. In addition, we realized the need for the BNCC to relate the knowledge object Linguistic variation to reading and writing activities, for example.