LEITE, C. A. A.; http://lattes.cnpq.br/6265334600714911; LEITE, Cícera Ângela Alves.
Resumo:
For a long time the Portuguese language teaching has estimated the normative
grammar as effective in the proper use of the language process, a fact that affects
the student to think about the existence of a wrong way of speaking rather than a
right one. As a result of this attitude, groups of stigmatized ways of talking are
excluded from society for speaking linguistically at odds with the grammatical rules
adopted by educational institutions. This traditional way of approach makes it difficult
to achieve the goal of training acting citizens in society and able to act in different
contexts of language competence. Thus, we aimed to present a brief history of the
Portuguese language and grammar for a better understanding of its origin and
encourage mother tongue teachers to appreciate the linguistic variation, dealing with
this reality in its many faces, not just idealize the formal structure of language. To do
so, we discoursed about aspects of the historical approach of the Portuguese
language, from its roots to the current time, the conceptions of language in different
approaches, types of grammars and as the textbook presents this scenario. This is a
literature-based work, with the use of Bagno considerations (1999 and 2007),
Carvalho and Nascimento (1981), Coutinho (2011), Faraco (2005), Martelotta (2011),
Orlandi (2009), addition to the PCN (1998), among others. We believe that the
Portuguese language teaching methods should be reviewed by teachers who have
good training and sociolinguistic knowledge base, now considering the variation and
linguistic diversity of students, explaining that language is shaped according to the
communicative situations.