A Gramática no Banco dos Réus: culpada ou inocente?: O papel da gramática normativa na escola: reflexos no processo de ensino-aprendizagem da língua portuguesa

Abstract

This paper aims to provide a critical analysis around the function exercised by the normative grammar in school benches, more specifically regarding the Fundamental School. It still tries to verify the reflexes of a purely grammatical teaching in the discursive-linguistic development of these students. In order to do that, a research was conducted with 102 students registered in the 1st grade of the Intermediary School. The corpus of the research is composed by 102 tests containing exercises included in traditional normative grammars that try to measure the linguistic knowledge of the subjects about the content proposed by the normative grammar; and 102 tests of textual production that try to measure the effective knowledge of the subjects about the standard Portuguese. This research adopts the conception of text as a place for interaction between social actors and the construction of the interaction of senses (conception of sociocognitiveinteractional base) that integrates with the bakhtinian point-of-view of the language, that considers the text as a product of a social activity the language whose existence is instituted based on the communication needs of the speakers in sociodiscursive interactions. By the end of the research, it was possible to verify, based on the results presented, that the teaching of the Portuguese language which includes the dominium of the standard Portuguese, specially in its writing modality as it is being conducted in school, continuously and systematically coupled to the traditional grammar study, which is known as of an essentially metaliguistic and prescriptive character have being demonstrating itself not only as inefficient as well as harmful to the development of several other linguistic-discursive skills of the students.