Do ensino de gramática normativa à análise linguística/semiótica

Abstract

This monograph aims to give a overview of the teaching of grammar in Brazil in the last decades and to investigate the theoretical and methodological assumptions of the teaching of grammar of the mother tongue in elementary education II, especially through linguistic analysis practices. For this, a bibliographic research was carried out based on the studies of Mendonça (2006), Antunes (2007), Kemiac and Araújo (2010) and documentary from official Brazilian teaching documents (BRASIL, 1999, 2017). Initially, it describes the conceptions and assumptions of normative teaching through the bias of traditional grammar. Then, it is necessary to approach the presuppositions of linguistic analysis, reflective practice, which marked the beginning of a change of approach, since it was from the democratization of teaching and the evolution of scientific research in the areas of linguistics, sociolinguistics, psycholinguistics and discourse analysis that this framework began to be modified. It is, finally and more emphatically, the teaching of grammar - linguistic / semiotic analysis - in the Curricular Common Base (BNCC), a document published at the end of 2017. The study shows that, in recent years, literature and official guidelines have been trying to change paradigms in language teaching, emphasizing the need for analytical-reflective work.