Gramática: ensino e propostas.

Abstract

This research sought to investigate, based upon representative language, normative and reflexive studies that inform the teaching practice, if the teaching proposals concerning the grammar found in the literature are effective for grammar learning in Portuguese lessons. Taking into consideration the criticism regarding the traditional language teaching, we analyze attempts to meet the new demands that are founded in the idea that, the recognition of theoretical and methodological inadequacies in relation to the traditional grammar, makes it necessary to present a grammar that assimilates the advances of Linguistics or a new way to approach the traditional grammar. As theoretical framework to support this research, we present Bechara’s (1992) reflections on grammar teaching, Câmara Jr. (1970), Hauy (1987), Lemle (1989), Perini (1995) e Travaglia (1997). As we read the authors previously mentioned, it is possible to find significant regularities among those who criticize the traditional grammar or the manners in which it is taught. In our research, we intend to think about these alternative differences and suggest some others. This work presents a critical survey and is of theoretical nature.