Plural marking and linguistic variation:

an analysis of the written production of Primary I students

Abstract

This paper seeks to reflect on the written productions of children in the 2nd, 3rd, 4th, and 5th grades of Elementary School I. To this end, Portuguese language classes were planned and executed to collect written productions focusing on cases of linguistic variation, observing the marking of the plural and the viability of communicative understanding in the identified cases. The research is qualitative in nature, and the collection of written productions was carried out through field research. The studies carried out for the theoretical basis of the research are based on authors who study and work with variationist sociolinguistics. The main results indicate that the differences in marking plurals in disagreement with the normative grammar indicate rooting and manifestations of social problems, which in turn cause situations of language discredit, labeling and linguistic prejudice.