A pontuação na perspectiva da tradição gramatical: breve revisão crítica e implicações para o ensino e para a aprendizagem no contexto escolar

Abstract

This research aimed to investigate the theoretical-methodological approach on punctuation as it is proposed by the grammatical tradition and to discuss possible implications of this conceptual perspective for the teaching and learning of Portuguese in basic education. To this end, we proceeded to an analysis of bibliographic nature around the chapters that theorize about the punctuation phenomenon in two representative works of the grammatical tradition: Rocha Lima’s Gramática normativa da língua portuguesa (2006), and Cunha and Cintra’s Nova gramática do português contemporâneo (2013). The results of the research evidenced the heterogeneity of the criteria used in the elaboration of the defining concepts of each punctuation mark, which unfold in functions that point out the model forms of use, legitimated by fragments of canonical literature. Intonation and syntax are the conceptual approaches prioritized in both grammatical manuals, sometimes addressing each linguistic or paralinguistic dimension separately, sometimes establishing correlations between them, guided by a writing perspective as a mere reflex of speech. Thus, the theoretical-analytical trajectory outlined throughout this work denotes the insufficiency of the theory, arising from the traditional grammatical compendium, in mediating a teaching and learning process of punctuation that aims at the training of reader/writer students, as advocated by the socio-interactionist proposal for the teaching of the mother tongue.