Linguistic prejudice in the classroom

reflections on students’ perception and the impact of the pedagogical approach

Abstract

The main objective of this study was to understand the key factors contributing to the continuity/persistence of linguistic prejudice in Portuguese language classes at a public school in the municipality of Imperatriz/MA. To better support our investigation, we drew on the sociolinguistic studies of Bagno (2007), Bortoni-Ricardo (2005), and Possenti (1996), as well as literacy studies by Soares (2017). Our methodological approach is predominantly qualitative, as recommended by Gil (2002) and Goldenberg (2013). We conducted field observations with ethnographic nuances and administered questionnaires to students. We concluded data collection through discussion groups. Ethical aspects of research involving human subjects were adhered to, following Resolution No. 466/12 of the National Health Council, Ministry of Health, as well as other complementary resolutions. The main findings show that linguistic prejudice persists due to a lack of understanding of linguistic variation and the use of technicist pedagogical practices. There is also strong family influence rejecting more reflective approaches. Moreover, the punitive stance of the teacher legitimizes the reproduction of prejudice by students.