A escola no combate ao preconceito linguístico

Abstract

The dissertation presented herein aims to investigate the presence of linguistic prejudice in the school context, and, through interventional actions, foster reflection on the theme among students. The study sought to understand how these forms of discrimination manifest and interact in educational settings and strategies to combat them. An exploratory-descriptive and participatory methodology was employed, with a literature review on the subject. The research was conducted at a municipal school in Altamira/PA, operating under a military regime, during the 2023 school year. The intervention was carried out through the application of two questionnaires of the same content to the students, one form applied before the intervention project and another afterward, with the aim of observing the evolution of the understanding concerning the manifestation of linguistic prejudice by the actors involved in the research. A unique moment of the research was the execution of Conversation Circles, an occasion where we discussed readings related to the theme, listened to emotional and concerning accounts about the approaches to expressing oneself, especially in the educational environment. The results indicated the presence of linguistic prejudice at the school, noted by the students in relation to their peers' speech. The intervention work helped the students to understand the phenomenon of linguistic prejudice, and to critically reflect with greater sensitivity to inclusion, a reflection of the activities carried out during the research. This work emphasizes the importance of diversity of voices in education and suggests further investigations for doctoral research.