摘要：This article deals with the investigation of the presence of linguistic prejudice in teaching practice, in which, supposedly, high school teachers would be presuming students' performance from the use or lack of use of the standard language in speech within the school environment. The research and the production of this work was based on Marcos Bagno’s work, a relevant name on the debate on linguistic prejudice, besides other works of sociolinguists and articles on the problem of linguistic prejudice in the classroom, from what it was made a methodology that consists of the application of a questionnaire interview. The analysis of results, opened to the several possibilities of reading produced from the ambiguity and contradiction of the results, made it possible to find positive and negative points as well as new possibilities of research around the same subject. It was concluded, however, that the tendency in school environment is marginalizing the use of the language that does not meet educational standard language and pointing it as the ideal model to be reached, what reinforces the central hypothesis of this work.
其他摘要：This article deals with the investigation of the presence of linguistic prejudice in teaching practice, in which, supposedly, high school teachers would be presuming students' performance from the use or lack of use of the standard language in speech within the school environment. The research and the production of this work was based on Marcos Bagno’s work, a relevant name on the debate on linguistic prejudice, besides other works of sociolinguists and articles on the problem of linguistic prejudice in the classroom, from what it was made a methodology that consists of the application of a questionnaire interview. The analysis of results, opened to the several possibilities of reading produced from the ambiguity and contradiction of the results, made it possible to find positive and negative points as well as new possibilities of research around the same subject. It was concluded, however, that the tendency in school environment is marginalizing the use of the language that does not meet educational standard language and pointing it as the ideal model to be reached, what reinforces the central hypothesis of this work.
