摘要：Um dos obstáculos no ensino de Língua Portuguesa como língua materna é o tratamento da variação linguística e, fundamentalmente, aos saberes gramaticais permeados por diferentes normas linguísticas.Assim, neste artigo, propomos algumas reflexões a respeito do cenário atual do ensino de língua de língua portuguesa no Brasil, apresentando uma revisão teórica sobre o tema, sobretudo acerca dos conceitos de crença e atitudes linguísticas em estudos (sócio)linguísticos e, em documentos do governo brasileiro, revendo, inclusive, alguns resultados de pesquisas já realizadas sobre crenças e atitudes linguísticas com discentes de escolas de ensino fundamental e médio, bem como com alunos do curso de Letras.
其他摘要：One of the barriers in teaching Portuguese as mother tongue is the treatment of linguistic variation and fundamentally grammatical knowledge permeated by different linguistic norms. So in this article, we propose some reflections on the current situation of the Portuguese language teaching in Brazil, presenting a literature review on the topic, especially about the concepts of belief and linguistic attitudes studies sociolinguistic and documents the Brazilian government. Still we gather some results of previous studies on language attitudes and beliefs and we quote three factors that show that the Portuguese-speaking education in Brazil is still far from a reflective teaching and culturally sensitive pedagogy. To prove such factors mentioned, we mentioned examples of speeches and activities of students of primary and secondary schools as well as letters of course students. Thus, in this article, we point out how it is still challenging to think of a sociolinguistic conception of Portuguese language teaching in Brazil.
关键词：Ensino;Língua Portuguesa;Sociolinguística
其他关键词：Education. Sociolinguistics. Belief and Linguistic Attitude.
