Banca de DEFESA: JOELMA RODRIGUES DE OLIVEIRA

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

Sociolinguistics; Subjectiveassessments; Beliefs; Attitudes; Disruptivelanguage.

PapersbasedonLabovianvariationisttheoryonlinguisticperceptionandsubjectiveevaluationhavebeenpointed out as necessary for theunderstandingoflinguisticphenomenathat are established in thesocietyandpromotethedynamismoflanguagesthrough uses. Marked in themostdiversesocio-communicativecontexts, thelinguisticexpressionsofdifferentgenderidentitiessuch as the use ofgenderedpronounsoutsidethebinarity “todes, todxs, tod@s”, as well as namesandadjectivessuch as “maravilhoses”, “menines”, “alun(x)”, amongotheroccurrences, havebeenconstantandconstituteourobjectofstudy. It is a necessaryproposalfrom a descriptive point ofviewbecause it isalignedwith a hegemonicgenrebendingparadigmthathasbeenupdatedand, in the dynamics withwhich it isinscribed in sayings, in themostdiversecontexts, it operatesthroughlinguisticand social forces. A researchproposestoanalyzelinguisticbeliefsandattitudes (perception) about uses ofdisruptive, non-binary, inclusive or neutral language in thecontextof a schoolcommunity, observing its understandingandacceptance/rejectionverifiedfromthe perspective ofvariationistsociolinguistics (LABOV , 2008 [1972]). The researchisof a quali-quantitativenature, dividedintotwostages: in thefirst, theapplicationof a questionnairetomapthesociolinguistic profile oftheparticipantsand, in thesecond, thecollectionof data from a questionnairewithobjectivequestionstohighlightthebeliefsand, a perceptiontestonscalestomeasureattitudes. In theschoolcommunity, in thefirststage, 31 employees, studentsandmembersof a schoolcommunity in Recife-PE wereselected, dividedintotwocontrolvariables: schoolingand age; in thesecondstage, 35 studentsweredividedintotwovariables: Genderandparticipation in theGenderStudies Center. The resultsindicatethatdisruptivelinguistic uses are accommodated in contextsaimedatstudents, with no effective use amongotherones in thecommunity. Therefore, theperceptionandunderstandingofthelinguisticfactthatmarkssuch uses in a specific speech communitywasnotenough for its effectivenessamongall its members, evenifunderstood in a reflexiveandideologicallinguistic perspective. Mostlyidentified in social networks, they are noteffective in thecommunicativepracticesofthe speech community in allcontexts, evidencing a differentiationofthegroupsregardingtheiraccessandreception, signaling social factors as responsible for thelinguisticdivergencesbetweendistinctsubgroups. Withregardtobeliefsandattitudesevidencedbyreadingthe data, membersoftheGender Center andparticipants self-identifyingwiththefemalegender are more open toacceptingthevariantsunderstudy. The recognitionoftheapplicability in thecontextofschooling, evidenced in thedisruptive uses establishedthere, guaranteesthecontributionof positive attitudesarisingfromthedifferentevaluatedsegments, althoughevidencedbythe data collected, describedandevaluated, thatnotallwerereceptive, sincethey are uses, understoodby some, as unrepresentative, linguisticallyorideologically.