摘要：Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} This research in 5 th and 6 th grade classrooms in a public school in Juiz de Fora (Minas Gerais, Brazil), followed Sociolinguistic principles and was developed as an action research. It has demonstrated that it is possible to make students to construct an adequate reflection on the linguistic heterogeneity and thereby acquire monitored styles of speaking and writing in their mother language. Using the proposal of Bortoni-Ricardo (2004) on defining the ecology of the Brazilian-Portuguese language as being a rural-urban continuum as a reference, it was possible to make the students recognize that linguistic diversity is a natural phenomenon. This was achieved using contrastive analysis, grounded in their own experiences with speech samples taken from speakers of the three varieties of this continuum. Focusing on the continuum’s direction, students started to acknowledge the role of school and work with language as a positive tool to widen their linguistic competence.
其他摘要：This research in 5th and 6th grade classrooms in a public school in Juiz de Fora (Minas Gerais, Brazil), followed Sociolinguistic principles and was developed as an action research. It has demonstrated that it is possible to make students to construct an adequate reflection on the linguistic heterogeneity and thereby acquire monitored styles of speaking and writing in their mother language. Using the proposal of Bortoni-Ricardo (2004) on defining the ecology of the Brazilian-Portuguese language as being a rural-urban continuum as a reference, it was possible to make the students recognize that linguistic diversity is a natural phenomenon. This was achieved using contrastive analysis, grounded in their own experiences with speech samples taken from speakers of the three varieties of this continuum. Focusing on the continuum’s direction, students started to acknowledge the role of school and work with language as a positive tool to widen their linguistic competence.
