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Quantitative research, Linguistic Discrimination and the graduation in Letters

A case study in Itaperuna (RJ), Brazil.

Authors

  • Joane Marieli Pereira Caetano

    Author

  • Sonia Maria da Fonseca Souza

    Northern Fluminense State University

    Author

  • Carlos Henrique Medeiros de Souza

    Northern Fluminense State University

    Author

  • Eliana Crispim França Luquetti

    Northern Fluminense State University

    Author

  • Dr. Fabrício Moraes de Almeida

    Federal University of Rondônia Research Organization Registry image/svg+xml Research Organization Registry Research Organization Registry

    Author

  • Carlos Alberto Paraguassú-Chaves

    University Institute of Rio de Janeiro

    Author

  • Levi Pereira Granja de Souza

    Faculdade Instituto Rio de Janeiro

    Author

  • Carlos Alberto Dolezel Trindade

    Faculdade Instituto Rio de Janeiro

    Author

  • Carlos Eugênio Pereira

    Faculdade Instituto Rio de Janeiro

    Author

  • Ricardo Guanabara

    University Institute of Rio de Janeiro

    Author

DOI:
https://doi.org/10.31686/ijier.vol9.iss12.3289
Keywords:
Array, Array, Array
Abstract

This article presents the perceptions of undergraduate students about Linguistic Discrimination (LD). The main objective of this study is to analyze of quantitative research view of literary scholars confronted with situations related to the mythology of linguistic prejudice, that is, to the myths that, according to Bagno (1999), are constructors of discriminatory behaviors before certain linguistic varieties.

Author Biographies
  1. Joane Marieli Pereira Caetano

    Postgraduate Program in Cognition and Language

  2. Sonia Maria da Fonseca Souza, Northern Fluminense State University

    Postgraduate Program in Cognition and Language, Campos dos Goytacazes

  3. Carlos Henrique Medeiros de Souza, Northern Fluminense State University

    Postgraduate Program in Cognition and Language, Campos dos Goytacazes

  4. Eliana Crispim França Luquetti, Northern Fluminense State University

    Postgraduate Program in Cognition and Language, Campos dos Goytacazes

  5. Dr. Fabrício Moraes de Almeida, Federal University of Rondônia

    Researcher of the Doctoral and Master Program in Regional Development and Environment (PGDRA/UFRO). Leader of line 2 ― Technological and Systemic Development, and Researcher of GEITEC

  6. Carlos Alberto Paraguassú-Chaves, University Institute of Rio de Janeiro

    Full Professor

  7. Levi Pereira Granja de Souza, Faculdade Instituto Rio de Janeiro

    Professor

  8. Carlos Alberto Dolezel Trindade, Faculdade Instituto Rio de Janeiro

    Professor

  9. Carlos Eugênio Pereira, Faculdade Instituto Rio de Janeiro

    Professor

  10. Ricardo Guanabara, University Institute of Rio de Janeiro

    Professor

References

ANTUNES, Irandé. Language, text, and teaching: another possible school. São Paulo: Parabola, 2009.

BAGNO, Marcos. Linguistic discrimination: how it is, how it is done. São Paulo: Loyola, 1999.

_____. Linguistic discrimination: how it is, how it is done. São Paulo: Parabola, 2015.

_____. The hidden norm: language and power in Brazilian society. 4. ed. São Paulo: Parabola, 2003.

_____. Portuguese or Brazilian? an invitation to research. 4. ed. São Paulo: Parabola, 2004.

_____. Loose language against the norm it excludes. Education, p.1-3, May 2001. Available at www.simpro-rs.org.br/extra/maio01/educacao1.asp. Access on 29 June 2016.

_____. STUBBS, Michael; GAGNE, Gilles. Native language: literacy, variation & teaching. São Paulo: Parabola, 2002.

BORTONI-RICARDO, Estella Maris. Education in native language: the sociolinguistics the classroom. 4. ed. São Paulo: Parabola, 2006.

BRASIL, Ministry of Education. National Curricular Guidelines for Literacy Courses. CNE / CES Opinion No 492/2001. Brasília. National Council of Education, 2001.

CAMACHO, Roberto Gomes. Variation and teaching: standard norm and stigmatized varieties. In: ____. From formal linguistics to social linguistics. São Paulo: Parábola, 2013.

CUNHA, Maria Isabel da. Places of Training: Tensions between the Academy and Teaching Work. In: DABLEN, A.; DINIZ, J.; LEAL, L.; SANTOS, L. (org.). Convergences and tensions in the field and teaching work Didactics, Teacher Training, Teaching Work. BH: Authentic, 2010. p. 129 - 149.

GARCIA, Carlos Marcelo. Teacher training: for a educational change. Porto: Porto, 1999.

KEZEN, Sandra. The Discriminating Language. Partes Journal, p. 1, 2004. Available at: www.partes.com.br Access on July 25, 2016.

MORGADO, José Carlos. Construction and evaluation of the school curriculum project. Porto: Porto, 2002.

PACHECO, J. A. Curricular writings. São Paulo: Cortez, 2005.

SANTOS, Janet. Literacy, Linguistic Variation and Portuguese teaching. Journal Linguagem em (Dis)curso Journal. Vol. 5, n. 1, Jan. 2005.

VIANA, Nildo. Education and linguistic discrimination. n. 133. Year 13, apr. 2004. Available at: www.apagina.pt. Access on 25 July 2016.

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Published
2021-12-01
Issue
Vol. 9 No. 12 (2021): International Journal for Innovation Education and Research
Section
Journal Articles
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Copyright (c) 2021 Joane Marieli Pereira Caetano, Sonia Maria da Fonseca Souza, Carlos Henrique Medeiros de Souza, Eliana Crispim França Luquetti, Dr. Fabrício Moraes de Almeida, Carlos Alberto Paraguassú-Chaves, Levi Pereira Granja de Souza, Carlos Alberto Dolezel Trindade, Carlos Eugênio Pereira, Ricardo Guanabara

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How to Cite

Caetano, J. M. P., Souza, S. M. da F., Souza, C. H. M. de, Luquetti, E. C. F., Almeida, D. F. M. de ., Paraguassú-Chaves, C. A., Souza, L. P. G. de, Trindade, C. A. D., Pereira, C. E., & Guanabara, R. (2021). Quantitative research, Linguistic Discrimination and the graduation in Letters: A case study in Itaperuna (RJ), Brazil. International Journal for Innovation Education and Research, 9(12), 1-15. https://doi.org/10.31686/ijier.vol9.iss12.3289