Abstract
It is known that the teaching of Portuguese language is often restricted in using normative grammar, characterized by tracing right and wrong.
Highlights
The most recent studies of the language, which resulted in the discourse theory, seek to elucidate the functioning of communicative processes and the procedures for the constitution of meanings, a decisive contribution to new directions in the area of language teaching
It is known that the teaching of Portuguese language is often restricted in using normative grammar, characterized by tracing right and wrong
This methodology ignores the process of variation given in all degrees of the language, considering geographical factors, socioeconomic levels, degrees of schooling and age
Summary
It is known that the teaching of Portuguese language is often restricted in using normative grammar, characterized by tracing right and wrong. This methodology ignores the process of variation given in all degrees of the language, considering geographical factors, socioeconomic levels, degrees of schooling and age. This article intends to expose different theoretical assumptions for language teaching based on linguistic variations from the perspective of interlocution. It proposes a new conception of production of meaning in the act of speech and, writing, defining what variations are, how they manifest themselves and the necessary approach to value the different languages in the school environment.
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