Linguistic variation and teaching portuguese language: innovative aspects in school writing

We discuss in this text the contribution of variational research from Labovian basis for the Portuguese Language Teaching through of the analysis of variable linguistics phenomena in the school writing. Our main goal is show that, during the teaching/learning process emerge, in the school writing, both linguistic variants that do not carry social stigma as variants that are socially stigmatized, which asks that the school not only recognizes the language as provided in an orderly heterogeneity, but also work this heterogeneity and the social value of variant forms. For a discussion of data, we focus on the analysis of four variable linguistic phenomena, namely, (i) variation ter, haver and existir, (ii) nos and a gente in the subject position, (iii) verbal agreement with nos and (iv) verbal agreement with a gente. Thus, we consider that for a better understanding of these processes in school, it is necessary that the teacher not only recognize that both the spoken language as the written language are constituted discursively by linguistic forms that compete with each other, but also to work this linguistic heterogeneity.