THE BOY AND THE QUESTION

REFLECTIONS ON LINGUISTIC PRECONCEPTION IN A CLASS OF HISTORY

Abstract

"Teacher, how do I not speak so ugly that I'm not poor and talk, so handsome, not even rich?" This question came from an 8th grade student in Elementary School in a History class taught in 2011 by me and three other graduation colleagues. The boy's discomfort arose while playing the role of 'authorized voice' about World War II in a futuristic television news program developed by the students themselves, a task we delegated to them as a way of assessing the understanding of that content. This text addresses the possibilities of reflection, awakening of consciousness and empowerment that the exercises that simulate and stimulate the action in the public spaces can generate in the students during the classes of History. It also highlights the way in which linguistic prejudice can create barriers between subjects and knowledge.