A gramática pedagógica do Português Brasileiro (BAGNO, 2012) e o ensino de gramática.

Abstract

The teaching of LP (Portuguese language) and, as the consequence of this, grammar teaching needs updating. With the advent of linguistic science in Brazil, numerous researchers dedicated themselves to the study of the facts / phenomena of authentic uses of the language. However, the results of language research have failed enter the basic education environment as it should, and therefore, there are barriers that need to be overcome. This work, with an analytical conceptual character, aims to investigate the conception of grammar teaching in the GPPB (Brazilian Portuguese Pedagogical Grammar, Bagno, 2012). The research chose as guiding questions four questions: What is grammar? What is teach grammar? Why teach grammar? How can one teach grammar?, which maintains connections with one another, because the teaching of grammar (what is / for what / how) depends on a clear and solid definition of the term "grammar". The answers found may allow the articulation between the grammar produced by a contemporary Brazilian linguist and the teaching of LP, contributing to the incorporation of results of the linguistic research to the pedagogical practice of the professionals who act as Portuguese teachers, whether as mother tongue or foreign language. With the research, it was possible to perceive the polysemy of the term "grammar" and the provisional "grammar of a language", because it is in an uninterrupted production process, and also to maintain regularities that allow to apprehend and analyze it. Grammar teaching may not want to pass on to students what does not exist (or cease to exist) in the language, but must be honest to the extent that it makes possible the contact with a diverse variety of oral and written texts of their language. Grammar is taught (or language) so that the learner is able to manifest effectively in all social contexts, using all possible resources that language offers to interaction. How you are going to teach is a delicate matter and what you find is still not enough. In this work we find much more "what to teach" than "how to teach", but some suggestion appears. It should be emphasized that it is not in the interest of this research to propose methodologies, but to reflect on the grammar teaching proposals found in the GPPB.