Gramática reflexiva na escola: contribuições e possibilidades.

Abstract

The use o f grammar in teaching Portuguese language has generated much controversy in the past few years. Many questions whether teachers should teach or no the grammar of Portuguese in class, taking up as synonyms teach Portuguese and teach grammar. Some argue its systematic education; others, the abandonment of this, as it has been considered inefficient for an effective field of language. Seeking to respond to that concern, deals o f this work, a reflection on the teaching of grammar, emphasizing the adoption of a proposal for effective use and reflection on language teaching. Takes itself as objective to discuss the teaching-learning process seeking demystify, the reflective approach to teaching grammar, the traditional perspective given by the educator to the themes of mother-tongue teaching, as the art o f speaking and writing well, presenting some concepts o f grammar and the contribution o f the teaching-learning process o f language. Differentiates itself among the various visions o f teaching those o f order o f language and grammar, analyzing some proposals o f the first unit o f the textbook Tudo e linguagem de Ana Borgatto, Terezinha Bertin e Vera Marchezi (2007),as well as in the teaching practice, characterizing them as reflexive or not. Be theoretical references to this work Travaglia (1997), Possenti (1996) and Perini (2007) constant that the while the proposals for more reflective teaching o f language, the school still maintains a practice o f focused on the normative grammar, considered as a sort o f set o f laws that govern the society and that there is a slow transition between education normative grammar and reflective.