Descrição
Before the huge social, cultural and geographic diversity, which characterize which country, it s been noticed that all of these aspects reflect on the behavior, habits, as
well, the customs of the people s country and therefore in their language. Named as linguistic variation, it may be considered unsteady according to the linguistic patterns
of a privileged economical social class and it meets with an enormous load of prejudices and negatives pre-judgments. However, it s been ascribed to this understanding, the concepts which prevent to visualize the human being s history, which is based in an on going process. Thus, in the middle of this on going process, the language is included. Hence, this research work aims at analyzing the categories which lead to a (mis)understanding in the written language of the students from the Educação de jovem e adultos (Education for the young and adults) at the second
level, particularly, the diastratic variation. Here, it s been considered two categories: one based on the historical grammar and the another one is based on the school
concept. Both are based on the concepts of Linguistics, Pedagogy and Sociolinguistics, having as a support the studies of Labov, Bagno Coutinho, Freire, Matos, Soares e Souza. Thus, we ve attended lessons in the classrooms in order to get to know how the teachers deal with the linguistic variations in a classroom with
their students, as well as, how the didactic books deal with this subject. In order to reach the objectives of this work, concerning the methodology, it s been chosen the
ethnographic study. To make this ethnographic study, this work has been based on the theories of the historical grammar. According to the collected data originated from this research and the data taken found in the ground work of this subject, it s been noticed that the (mis)understandings found in this research comes from the conception of a human being in an endless and an on going process of the history of the humanity
