| Summary: | This article’s objective is to reflect about linguistic variation and Portuguese Language teaching, considering the relation between speech and writing, especially in contexts of linguistic contact, regarding the need for the teacher to elaborate a systematic work that can deal with the presented deviations, based on the knowledge of the language itself. It is known that the school environment is where the variants meet and the linguistic heterogeneity becomes visible as well as the influence caused by the contact languages, hence the language teacher’s role towards these differences and the teaching of the standard language require some reflection. We discuss here from the theoretical background of authors such as: Mollica (2009; 2015), Bortoni-Ricardo (2004; 2005) and Busse (2013; 2015), Bagno (2007; 2009), official documents that support the teaching of Portuguese Language and other authors of the area to reflect on the paths that the student goes through until they know their language and adapt it to the different situations of interaction.
|
|---|
