Educação pluridialetal no ensino do português: variedade e inclusividade

Abstract

In the early decades of the twentieth century, multilingualism was viewed with suspicion and rejection in the school environment, based on the assumption that bilingual children would be disadvantaged in learning. This assumption has been deconstructed by numerous investigations in areas such as linguistics and psycholinguistics, which have shown that, on the contrary, bilingualism can act as a promoter of better learning. In this work, we intend to establish a parallel between the evolution of social and school conceptions about bilingualism and bidialectism. Today, in several countries, numerous projects in the area of "bidialectal education" show that awareness of the diversity of dialects in the school context is not only a factor of cultural diversity and integration, but can also be taken as an enhancer of school success. The contributions of these investigations will be considered here, discussing their relevance in the case of a pluricentric language, such as Portuguese, in which the contrast of varieties confronts students and educators with the regional and social diversity circumscribed to the same country and, simultaneously, extended to the various countries of the Lusophone space.