The linguistic variation: theoretical didactic panorama in the curriculum guidelines and in school books of Language

Abstract

This work searches, from a discursive analytical level, the degree of present correspondence between the most representative theoretical frameworks on linguistic variation and the proposals for its approach in the actual books of Language for Secondary School level. Also, an attempt is made to establish the adequacy / inadequacy among such proposals and the ministerial curriculum guidelines. The troublesome part of an applied research set up on a work about theoretic systematization, which is based on bibliographical sources, is closed with an empirical inquiry of evaluative type. Textual analysis ponders the contribution of language sciences and organizes the results into a series of categories grouped according to the relevant approaches for the study of teaching materials and the leading conceptualizations featured on linguistic variation. In short, it is a matter of questioning the readability and the quality of a corpus of school books, from the study of the link among a guiding concept - linguistic variation -, curricular guidelines and proposals for its approach.