EDUCATIONAL SOCIOLINGUISTICS AND STRING LITERATURE AS A CONTRIBUTION TO DEVELOP READING AND WRITING CONSIDERING LINGUISTIC DIVERSITY
educational sociolinguistics; cordel literature; semantic-lexical and diatopic variation; social and linguistic prejudices; reading and writing.
This study addresses the results of the pedagogical intervention project conducted within the scope of the Professional Master's Degree in Literature (PROFLETRAS/UNEMAT/Sinop-MT), focusing on students in the 9th year of Elementary School II, at Escola Estadual Rui Barbosa, located in Alta Floresta - MT. It aimed to explore the semantic-lexical and diatopic linguistic variation in strings and its implications for students' reading and writing training. To carry out the project, it was decided to employ the action research approach, with the adoption of the didactic sequence methodology supported by the theoretical assumptions of Dolz, Noverraz and Schneuwly (2004) and the Educational Sociolinguistics coined by Bortoni-Ricardo (2005), among other authors. The contribution of Educational Sociolinguistics was intended to contribute as a pedagogical resource through Cordel Literature, with the aim of valuing linguistic diversity and promoting a more inclusive education through writing and reading. This study was,therefore essential to help students develop their linguistic skills based on effective education for students' reading and writing skills, valuing linguistic diversity and deconstructing social and linguistic prejudices. As results, we observed effective student participation, collaborative team production, greater interest in reading and writing and proactive use of technological resources.