Grammar Teaching: Reflections on Official Guidelines

Authors

  • Roseli Hilsdorf Dias Rodrigues Universidade de Taubaté

DOI:

https://doi.org/10.11606/issn.2236-4242.v27i1p9-30

Keywords:

Mother-Tongue Teaching, Teaching Grammar, PCN, Curricular Proposals in the State of São Paulo.

Abstract

In the process of language acquisition, along with the language, we learn to (co)exist. The concept of language as a form of human interaction also should substantiate the teaching language at school. This work, based on the social-historical conception of language, presents a theoretical discussion about the teaching of Portuguese as a mother language, focusing on the teaching of grammar, with the goal of establishing parallels between official documents that are addressing this issue in the recent decades. In addition to the reflection on Portuguese language and its teaching, this work aims to check the guidelines of three official documentsof the State of São Paulo as well as of the Federal Government- from 1986 until the present time and establish parallels between them, considering the principles that constitute the theoretical basis underlying each one of them. Bibliographic researches were made and qualitative analyses. As a result, the lack of continuity among the proposals related to education can be pointed out, as is the case of the new Course Proposal for the State of São Paulo (2008), which contradicts the PCN (1998). We conclude that there is a need to establish a public policy that ensures long term continuity of guidelines for teaching Portuguese.

Downloads

Download data is not yet available.

Author Biography

  • Roseli Hilsdorf Dias Rodrigues, Universidade de Taubaté
    Doutora em Letras pelo Programa de Pós- Graduação em Filologia e Língua Portuguesa do Departamento de Letras Clássicas e Vernáculas da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. Professora de Língua Portuguesa na Universidade de Taubaté.

Downloads

Published

2014-06-30

Issue

Vol. 27 No. 1 (2014): Grammatical Theories: grammar, usage and linguistic variation in contexts of native and foreign language

Section

Articles

License

The Editorial Board authorizes free access to and distribution of published contentes, provided that the source is cited, that is, granding credit to the authors and Linha D'Água and preserving the full text. The author is allowed to place the final version (postprint / editor’s PDF) in an institutional/thematic repositor or personal page (site, blog), immediately after publication, provided that it is available for open access and comes without any embargo period. Full reference should be made to the first publication in Linha D'Água. Access to the paper should at least be aligned with the access the journal offers.

As a legal entity, the University of São Paulo at Ribeirão Preto School of Philosophy, Sciences and Languages owns and holds the copyright deriving from the publication. To use the papers, Paidéia adopts the Creative Commons Licence, CC BY-NC non-commercial attribution. This licence permits access, download, print, share, reuse and distribution of papers, provided that this is for non-commercial use and that the source is cited, giving due authorship credit to Linha D'Água. In these cases, neither authors nor editors need any permission.

Partial reproduction of other publications

Citations of more than 500 words, reproductions of one or more figures, tables or other illustrions should be accompanied by written permission from the copyright owner of the original work with a view to reproduction in Linha D'Água. This permission has to be addressed to the author of the submitted manuscript. Secondarily obtained rights will not be transferred under any circumstance.

How to Cite

RODRIGUES, Roseli Hilsdorf Dias. Grammar Teaching: Reflections on Official Guidelines. Linha D’Água, São Paulo, v. 27, n. 1, p. 9–30, 2014. DOI: 10.11606/issn.2236-4242.v27i1p9-30. Disponível em: https://www.journals.usp.br/linhadagua/article/view/75931.. Acesso em: 16 may. 2024.