Do estudo ao ensino de gramática nas obras de Mário Perini (1986 [1985]; 2003 [1995]; 2016)

Abstract

Grammar, as we traditionally know it, is not new, as are the challenges and obstacles faced in the classroom related to the teaching and learning of grammatical concepts, in the Portuguese Language discipline. According to Faraco (2018), Grammar remains unchanged and in circulation, especially in the educational system, even in the face of the significant theoretical, methodological and empirical transformations that the study of language has undergone since the 17th century. Despite the criticism it has received, it still constitutes the theoretical basis for teaching Portuguese in schools and in linguistic operations. In this scenario, considering the profound changes that the study of language has undergone, grammar, despite its flaws, plays a relevant role in understanding linguistic reality. Faced with the challenges and implications for teaching grammar, in the western region of the Amazon - Pará, the Linguistic Studies Group of Western Pará (Gelopa), started the project “Language, grammar, variation and teaching” and, since 2017, has been developing the subproject “Analysis of grammars written by Brazilian linguists”, which seeks to answer four guiding questions: What is grammar?; What is teaching grammar?; Why teach grammar?; and How to teach grammar? Inserted in this subproject, this research seeks to answer the questions proposed based on the bibliographic analysis of the works of Mário A. Perini: For a new grammar of Portuguese (1986 [1985]), Descriptive grammar of Portuguese (2003 [1995]) and Descriptive grammar of Brazilian Portuguese (2016). Thus, the study begins by analyzing the occurrences of the term “grammar” in the PCN and BNCC, revealing that, in the rare times it is mentioned, it is related to other disciplines. It then presents a summary of research previously carried out by Gelopa, addressing grammatical analysis. Subsequently, it provides a brief description of the aforementioned works and presents the answers to the guiding questions. By way of conclusion, he presents a summary of the answers extracted from the analyzed works, highlighting that, for the author, grammar is a scientific discipline. Teaching grammar is leading students to reflect on language, thus contributing to their scientific and intellectual training and, to this end, it proposes a reformulation in grammatical studies and language teaching, suggesting that this should be conducted in a manner analogous to the method used in other sciences.