When raved about the book encourages students to the MEC of Education for Youths and Adults (EJA) to speak with agreement errors, I wrote here about it. But a Master of Arts wrote a comment in the post and asked me: "you came to read the" controversial "chapter of MEC? Do you know the title? "I confess that when I wrote the post had not read the chapter" controversial, "and ran back to read it thoroughly and see if I had said something stupid. Then we go to further analysis of the subject.
The trend of Non Governmental Organizations (NGOs) have increased political activity began when neoliberalism became dominant, especially in Brazil. The ideology of minimal state, the government must give up certain activities produce directly, handing responsibility in the hands of private initiatives and NGOs, many of them with some direction and political interest turned to its own demands. Thus, for example, the defense of racial quotas in universities is done by organizations like Criola, which appeared in 1992, a direct heir of this new landscape. At about this period of implementation of the neoliberal system, there is the NGO Ação Educativa, Pedagogical responsible publication For A Better Life, the target of all this uproar in recent days.
this book is the chapter called "Writing is different from talking." If all the controversy about the book was about this assertion, I would say that the authors simply thought they found the gunpowder and he would not have won such a resonance in the media. But contrary to what the authors would have you believe, the cultural norms, despite being used - and no wonder - was lowered the level of one among many other varieties of language, hence the controversy. What a child in full training can conclude about it? Look at these two examples:
this chapter, we work out some characteristics of written language. In addition, we will study a variety of English: the cultural norms.
Because the language allows access to many social situations, the school must be engaged in presenting the cultural norms of students, so they have more variety at your disposal in order to use it when needed.
said this strategically way, the cultural norms, which should be a prestigious institution of learning, since students need not go to school to learn something else, is considered a mere variety. Attention to cultural norms is not a language variety. It is the standard language. The more ways to express themselves is that they are varieties of this pattern language, and so we see how the cultural norms has been discredited in the book to fit the same level as many other "appropriate" and "inadequate." What purpose does this kind of conduct?
Like I said before and keep saying, the cultural norms is still the only game in hearings interviews, competitions and so on. If the proposal is, as appears to have the children can use the correct language according to the environment, the first thing that should be reviewed is the incentive to errors of matches, as "we catch the fish." Let the child talk like that among friends and family is more than understandable, but they are things that schools should not encourage, because many of these errors are the result of just a bad education. Should be part of their duties to care for the language, which is national patrimony, it costs nothing to remember.
Another mistake is unacceptable from the book want to put these errors in same level of regionalism, which is not true. If we make a linkage with the data, I have full conviction that such "alternative" are actually due to a poor educational background, as the authors themselves admit, and not the result of a spontaneous variant of the language that was born and developed naturally .
The English language has many variants, or may be manifested in different ways. There are regional variations, specific to each region of the country. They are noticeable in the pronunciation, vocabulary (some say "mosquito" in the South and "muriçoca" in Northeast, for example) and in sentence construction. These variants may also be of social origin. The less educated social classes use a variant of the language used by different social classes who have more escolarização.Por a matter of prestige, it is worth remembering that language is an instrument of power - this second variant is called cultivated variety or cultural norms, while the former is called popular variety or popular standard.
Instead of charging and encourage better education for the less educated classes, they argue that their agreement errors, precisely the result of poor education, is called "popular variety." Since language is an instrument of power, as they admit, the best they could do is set the social classes with this tool, and not defend their grammatical errors. Excuse me insist, but agreement errors are not the same thing as regionalism, not really.
To conclude, one final mistake:
Again, it is important that the Portuguese speaker dominates the two varieties and choose the one that suits your situation to judge speech.
Here, we try to, once again, place and cultural norms "norm" in the same popular level. The authors suggest that students "master" the two varieties. But, hey, where there is the "norm" popular? Who wrote it? What are their rules of grammar? How to "tame" a "norm" of these?
Of course, there is no norm in popular language. People talk as they please, according to their social groups and the informality of the environment, reinventing your language daily and spontaneously. What I come to say here is that this is perfectly normal and acceptable. What we can not tolerate at all, are the mistakes that people make because they were not properly educated and know only how to express themselves this single event, and still call it "popular rule". The book argues that people should use the vocabulary according to the environment. Well done, congratulations to them. They can begin by understanding the following: the book is the tool of cultural norms, to be prestigious and used in school. So they do best for these students in adult education is to encourage their grammatical errors.
To read the chapter in the book, visit: http://www.acaoeducativa.org.br/downloads/V6Cap1.pdf
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