Variação Estilística e suas concepções na base nacional comum curricular (BNCC)

Abstract

The present work aims at discussing the question of stylistic variation in the National Common Curriculum Basis (BNCC). This research was grounded in authors such as Labov (2006 apud HORA; WETZELS, 2011), Bell (1984, 2001 apud HORA; WETZELS, 2011) and Eckert (2000 apud HORA; WETZELS, 2011), which have different style conceptions in the sociolinguistic studies. As for the methodology, fragments of the BNCC were extracted, which mentions some terms such as "linguistic adequacy", "style", "monitoring" and "linguistic variation". In total, ten sections with such elements were identified and analyzed. From the results obtained, we found that BNCC makes an explicit and implicit mention of the notions of style and adequacy, and it is possible to state that there are a variety of conceptions of style. Although such a variety is identified, we find that there is a predominance of the Labovian conception, from which the speaker has a more passive role, adapting his style to the environment in formal / informal contexts. We identified that the style notion by Ekert (2000) is only mentioned in high school. This conception is seen as a bricolage process in which the speaker plays an active role style and from their own linguistic resources they may create a new style, as they reveal their identity and the social group they belong.