As Variações Linguísticas Vivenciadas no Cotidiano Escolar das Turmas do 2º Ano do Ensino Médio da Escola de Referência Odorico Melo / Language Variations In The Daily School Classes of the 2nd Year of High School at the Odorico Melo Reference School

Resumo: As variações linguísticas representam as diferentes formas de falar o idioma de uma nação, tendo em vista que a língua padrão de um país não é homogênea, constituindo uma característica inerente a todas as línguas naturais em reflexo das diferenças socioculturais e contextuais durante a produção de fala por parte de um indivíduo. O contraste vivenciado por tais diferenças traz consigo problemas estruturais como o preconceito linguístico que afeta diretamente o cotiado das pessoas. Diante disto, a presente pesquisa teve como objetivo analisar o preconceito linguístico no ambiente escolar perante as variações linguísticas vivenciadas no cotidiano escolar das turmas do 2ª ano do Ensino Médio. Este estudo configurou-se como uma pesquisa descritiva de caráter quanti-qualitativo, realizada com as turmas do 2º ano do ensino médio da Escola de Referência Odorico Melo da cidade de Parnamirim - PE, tendo o questionário como instrumento de coleta de dados, analisados pelo o método indutivo. Nessa perspectiva os resultados apontaram as variações linguísticas como um processo natural da língua e que os alunos podem compreendê-las firmando sua importância para o desenvolvimento de suas competências comunicativas em sala de aula, tanto na língua escrita quanto na língua oral, em detrimento do preconceito linguístico declarado visível e inerente no dia a dia em seu ambiente escolar, assim como o ensino mecânico da língua portuguesa em caráter retrógrado. Apesar do reconhecimento da variação linguística, os alunos consideram o seu nível de fala assertivo, mas admitem conviver em um espaço diversificado, marcado pelo o contexto das variações setoriais e socioeconômicas, que estão intimamente ligadas às atitudes preconceituosas que podem impactar no seu desenvolvimento escolar desencadeando uma série de problemas.---Abstract: Linguistic variations represent the different ways of speaking the language of a nation, considering that the standard language of a country is not homogeneous, constituting an inherent characteristic of all natural languages, reflecting the sociocultural and contextual differences during speech production by an individual. The contrast experienced by such differences brings with it structural problems such as linguistic prejudice that directly affects people's shares. In view of this, this research aimed to analyze linguistic prejudice in the school environment in the light of linguistic variations experienced in the daily school life of 2nd year high school classes. This study was configured as a descriptive quantitative and qualitative research, carried out with the 2nd year of high school classes at the Odorico Melo Reference School in the city of Parnamirim - PE, using the questionnaire as a data collection instrument, analyzed by the the inductive method. From this perspective, the results showed linguistic variations as a natural language process and that students can understand them, confirming their importance for the development of their communicative skills in the classroom, both in written and oral language, to the detriment of prejudice linguistic declared visible and inherent in the day-to-day in its school environment, as well as the mechanical teaching of the Portuguese language in a retrograde character. Despite the recognition of linguistic variation, students consider their level of speech assertive, but admit to living in a diverse space, marked by the context of sectorial and socioeconomic variations, which are closely linked to prejudiced attitudes that can impact their school development, triggering a series of problems.

Quantitative research, Linguistic Discrimination and the graduation in Letters

This article presents the perceptions of undergraduate students about Linguistic Discrimination (LD). The main objective of this study is to analyze of quantitative research view of literary scholars confronted with situations related to the mythology of linguistic prejudice, that is, to the myths that, according to Bagno (1999), are constructors of discriminatory behaviors before certain linguistic varieties.

Terminology and the evolution of linguistic prejudice: the conceptual domain of ‘Irishness’ in the Historical Thesaurus of English and the Hansard Corpus of British Parliamentary Speeches

This article draws on the Historical Thesaurus of English and related resources, the Mapping Metaphor project and the semantically tagged Hansard Corpus of British Parliamentary Speeches, to consider how the Irish have been imagined and named in Anglophone culture, and how ‘Irishness’, alongside the attributes of other ‘races and nations’, in the terminology of the Mapping Metaphor project, has developed metaphorically over time, with a focus on the association between Irishness and anger and foolishness. The article concludes by illustrating how the names and metaphors of the Irish are contested discursively in a corpus of British Parliamentary speeches. The article serves as a practical introduction to the Historical Thesaurus of English and the Hansard Corpus and how they may be used, in conjunction with related online resources, to explore aspects of English language, discourse and culture.

Gender, language and prejudice: Implicit sexism in the discourse of Boris Johnson

While linguistic prejudice is commonly understood to concern individuals or social groups because of the way they speak, we can also see it as damaging language used about individuals or social groups. In this article, I start by looking at the traditional sociolinguistic understanding of linguistic prejudice, then go on to look rather widely at various forms of prejudicial/sexist language about women. In doing so, I identify various lexical asymmetries and associated “lexical gaps”. The main part of the article takes this further by exploring how certain insults to men draw on an understood prejudice again women. I illustrate this with a “telling case”: three naturally occurring examples of prejudicial, sexist language recently used by British prime minister Boris Johnson: big girl’s blouse, man up and girly swot. For all three to work, they draw on what we might call a discourse of “Women as ineffectual”. I conclude with a discussion of intentionality as regards this sort of prejudicial language use, what it is intended to achieve and how it can be resisted.

Proverbs and Patriarchy: Analysis of Linguistic Prejudice and Representation of Women in Traditional Akan Communities of Ghana

Discourses govern the phenomenological interpretation of our everyday existence and influence both our way of thinking and our relationship with one another in the world. Undoubtedly, popular sayings and proverbs mediate the way of being in African context. This paper examines the role of proverbs and wise sayings in the African culture. This paper attempts to analyze the representation of women in sampled Akan proverbs and the ways in which these proverbs institutionalize the position, identity, and roles of women in traditional Akan communities of Ghana. This paper suggests that oral traditions are used in the systematic perpetuation of patriarchal culture, gender inequities, and inequality. Therefore, it recommends the revolutionalization of oral traditions to assist in the deinstitutionalization of the prevailing patriarchal discourses and culture in traditional Akan communities of Ghana.