TEACHING PORTUGUESE IN BRAZIL: LINGUISTIC DISTRIBUTION INEQUALITIES

ABSTRACT: Proposals for the renewal of the theoretical and methodological bases of Portuguese language teaching, in Brazil, took place in the second half of the twentieth century, in response to the linguistic diversity resulting from the arrival to school of social groups that historically did not have access to formal schooling. Since then, the country’s urbanization process has been consolidated, and the distribution of elementary education reaches almost all students in the school age. In the present context, linguistic conflicts in school are no longer supported by variables associated with the differences between rural and urban, or in a dichotomic opposition of oral culture to literate culture. In this work, based on the most recent studies about the linguistic distribution in Brazil, conceptions of Portuguese language teaching are revisited, observing the ruptures, dispersions, setbacks and inequalities that have been reproduced historically in this country.摘要：为应对因历史上未曾获得正规学校教育机会的社会群体进入校园而催生的语言多样性问题，巴西葡萄牙语教学的理论与方法论基础革新提案于20世纪下半叶应运而生。自此以来，巴西城市化进程持续巩固，初等教育覆盖率已基本覆盖全体学龄学生。在当下语境中，校园内的语言冲突，其形成动因已不再关联城乡差异，亦不再以口头文化与书面文化的二元对立作为核心变量。本研究基于巴西语言分布领域的最新研究成果，对葡萄牙语教学的相关理念进行了重新审视，并梳理了该国历史上反复出现的断裂、分散、挫折与不平等现象。