O jogo imaginário da representação dos sujeitos de ensino-aprendizagem da língua portuguesa em gramáticas e manuais do 1º e 2º período de gramatização brasileira (1880-1930).

Abstract

This monograph is inserted in the theoretical field of Pecheutean Discourse Analysis, investigating the imaginary game of the relationship of the subjects of the teaching-learning process in the discourse of grammar and manuals of teaching of Portuguese language in the 1st and 2nd period of Brazilian grammatization (1880 to 1930). We aim, in general, to analyze the imaginary game in the grammar discourse of the 1st and 2nd period of Brazilian grammar to understand the sense effects produced. More specifically, it was our intention to: a) understand, through the modes of enunciation of grammars and Portuguese manuals, which images are produced for the teacher and for the student; b) discuss, from this game of images, the relationship of the subjects (teacher and student) to the object of teaching and learning (Portuguese language). The corpus of the research consisted of a set of grammars and Portuguese manuals of four authors, divided into two groups: from the first grammatical period, Grammatica Portugueza Curso Medio and Grammatica Portugueza Curso Elementar, by João Ribeiro, and Lições de Portuguez and Chave da Lingua, by Othoniel Motta. Already from the second period, Grammatica Secundaria da Lingua Portugueza and Grammatica Elementar da Lingua Portugueza, by Said Ali, and the manuals O Idioma Nacional, volume II and volume I, by Antenor Nascentes. It was analyzed the body of the selected works, observing the constitution of the images of the subjects, as well as the movements of interpretation in each period. Among the theoretical assumptions, we highlight Auroux (1992), Guimarães (1996), Orlandi (2009), Leite (2007), GIACOMELLI (2007), which enabled a reflection on concepts related to linguistic and didactic instruments; Orlandi (1999) and Pêcheux (2010), who made possible the understanding of French and Brazilian discourse analysis concepts; Castro (1995) and Scótolo (2010), that made possible the investigation on the pedagogical discourse; Pêcheux (2010), Osakabe (1979), Cardoso (2005) and Orlandi (1998, 1983), who based the study on imaginary formations. From the analysis, we verified that the discourse of the linguistic and didactic instruments, in the analyzed period, is constituted of prescriptive and pedagogical discursive affiliations that occurred in the middle of a historical moment of affirmation of the linguistic identity of the Brazilian. It was also verified that the imaginary game of the subjects oscillated between an image of the grammarian as scientist of the language and, at times, occupying the position of teacher between the teacher as possessor of linguistic knowledge and the teacher erased in the teaching-learning process; between the student only as a receptacle of knowledge and the student capable of contributing to language learning through classroom interaction. Considering their results, the research contributes to a better understanding of the imaginary game of the subjects in the discourse on the language and its teaching in Brazil.