Avaliações subjetivas de estudantes de uma comunidade escolar da cidade do Recife - PE sobre usos emergentes e dissidentes advindos da linguagem inclusiva não-binária: entre o estranhamento e o reconhecimento

Abstract

Papers based on Labovian variationist theory on linguistic perception and subjective evaluation have been pointed out as necessary for the understanding of linguistic phenomena that are established in the society and promote the dynamism of languages through uses. Marked in the most diverse socio-communicative contexts, the linguistic expressions of different gender identities such as the use of gendered pronouns outside the binarity “todes, todxs, tod@s”, as well as names and adjectives such as “maravilhoses”, “menines”, “alun(x)”, among other occurrences, have been constant and constitute our object of study. It is a necessary proposal from a descriptive point of view because it is aligned with a hegemonic genre bending paradigm that has been updated and, in the dynamics with which it is inscribed in sayings, in the most diverse contexts, it operates through linguistic and social forces. A research proposes to analyze linguistic beliefs and attitudes (perception) about uses of disruptive, non-binary, inclusive or neutral language in the context of a school community, observing its understanding and acceptance/rejection verified from the perspective of variationist sociolinguistics (Labov, 2008 [1972]). The research is of a quali-quantitative nature, divided into two stages: in the first, the application of a questionnaire to map the sociolinguistic profile of the participants and, in the second, the collection of data from a questionnaire with objective questions to highlight the beliefs and, a perception test on scales to measure attitudes. In the school community, in the first stage, 31 employees, students and members of a school community in Recife-PE were selected, divided into two control variables: schooling and age; in the second stage, 35 students were divided into two variables: Gender and participation in the Gender Studies Center. The results indicate that disruptive linguistic uses are accommodated in contexts aimed at students, with no effective use among other ones in the community. Therefore, the perception and understanding of the linguistic fact that marks such uses in a specific speech community was not enough for its effectiveness among all its members, even if understood in a reflexive and ideological linguistic perspective. Mostly identified in sociais networks, they are not effective in the communicative practices of the speech community in all contexts, evidencing a differentiation of the groups regarding their access and reception, signaling social factors as responsible for the linguistic divergences between distinct subgroups. With regard to beliefs and attitudes evidenced by reading the data, members of the Gender Center and participants self-identifying with the female gender are more open to accepting the variants under study. The recognition of the applicability in the context of schooling, evidenced in the disruptive uses established there, guarantees the contribution of positive attitudes arising from the different evaluated segments, although evidenced by the data collected, described and evaluated, that not all were receptive, since they are uses, understood by some, as unrepresentative, linguistically or ideologically.