Por uma pedagogia da variação para a concordância verbal na BNCC

Abstract

The aim of this study is to analyze the BNCC (Brasil, 2018) guidelines for teaching verbal agreement in order to verify the document's commitment to a sociolinguistic education. We start with Vieira (2008; 2017), Kato (2005), Faraco and Zilles (2017), Franchi (2006), Bortoni-Ricardo (2004; 2021), and Faraco (2008), among others, to map the variation in third-person plural agreement in Brazilian Portuguese, to understand the path to arriving at the grammar of the Brazilian literate, and to think about a pedagogy of variation. Next, we analyze the BNCC's proposal for elementary and secondary education. We conclude that the BNCC does not provide space for reflection and analysis on variation in verbal agreement in elementary school. Furthermore, there is almost no intersection with textual genres and communicative situations in which we would find agreement variation in vernacular Portuguese. In high school, we see that the BNCC understands that comparison with the student's grammatical knowledge is the end point, not the starting point, contrary to the aforementioned studies. Finally, we point out possibilities for a sociolinguistic education of agreement based on the BNCC and the assumptions indicated, articulating linguistic analysis of oral genres, prior knowledge, linguistic adequacy, and retextualization.