SUBJECTIVE EVALUATION OF MEMBERS FROM A SCHOOL COMMUNITY IN THE CITY OF RECIFE-PE ON
EMERGING AND DISSIDENT USES ARISING FROM NON-BINARY LANGUAGE: BETWEEN STRANGEMENT
AND RECOGNITION
Subjective evaluations; Beliefs; No gender pronouns; Sociolinguistics.
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 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 forces and forces social. As soon, 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]). Therefore, the research is of a quali-quantitative nature, with data collected from two instruments: a conversation of objective questions to obtain belief data and a perception test to assess linguistic attitudes that are based on the so-called Scale Likert. In the school community, 35 employees were selected divided into two control variables: schooling and age. We conjecture that the issue of disruptive uses in the school context will provide us with a reflection that is presented as urgent and current both from the perspective of the linguistic structure, since it presents a proposal for an alternative use in the linguistic system, and from an imminently ideological perspective. The results obtained so far point to the fact that there is previous knowledge of linguistic use, but with greater appropriation by students. The other participants - management, pedagogical and other employees - do not ignore, but limit themselves to demonstrating knowledge, with no effective use. Thus, the perception and understanding of the linguistic fact that marks the use in a specific speech community was not enough for its effectiveness among them. At first, the schooling space is not fully open to issues that permeate diversity, even from a linguistic and reflective perspective. The linguistic uses under consideration in this study, mostly identified in social networks, are not effective in the communicative practices of the speech community in all contexts, showing a differentiation of the groups regarding their access and reception.