The Brazilian teacher who cares about the teaching of his or hermother tong will certanly have wondered about the main reasonsand objectives for the teaching of Portuguese and about what todo to reach these objectives. This paper will thus discuss two mainpoints of view: a – the main reason of the school is to teach standardPortuguese; b – standard Portuguese should be tought withoutemphasis on Grammar. After having discussed these topics in amore theoretical way, the author goes into the classroom, presentingpractical and objetive proposals for the teaching of standardPortuguese without emphasis on Grammar.
This paper presents our proposal for the elaboration of a grammarhandbook of Brazilian Portuguese to be used in high schools.First, we make a historical presentation of the debate about therole of grammar in the process of learning/teaching of BrazilianPortuguese as maternal language. Secondly, we explain how ourgrammar is organized and how one can make good use of it.
The present work attempts to bring together spoken language,written language, and grammar teaching in the context of languageteaching, in particular the teaching of Brazilian Portuguese. Amongthe topics discussed, emphasis is placed on the need to take spokenlanguage into account when it comes to language teaching. Ipropose that one should take the dynamics of speech as the startingpoint in the examination of the processes that are responsible forthe organization of languages. These processes result from thecommunicative-interactional activities in which language users arenormally engaged.
This article focuses on grammatical teaching and it claims that adiscursive approach of grammar in classroom is possible and usefulto favor students’ linguistic abilities development. At first, it presentsan overview of theoretical discussion and practical proposes foundin academic environments and in fundamental schools; finally itshows and discusses examples of exercises and activities whichconcerns both grammatical and textual-discursive knowledge oflanguage.
In this paper are discussed some aspects related to teachinggramatical or linguistic theory, in the study of maternal language,in brazilian Fundamental and High School. At same time we try tooffer some parameters that aid the teachear: a) to take a decisionon working or not with gramatical or linguistic theory in the activitiesof teaching / learning maternal language in Fundamental and HighSchool; b) about how to teach gramatical theory and the aims ofdoing this.
This article assesses the work with grammar at school according tothe grammatical approach used and according to the insertion ofthat approach in an understanding of the real functioning oflanguage. It is suggested, for instance, that the approach towardword classes should primarily take into account the level in whicheach class operates in the linguistic usage.
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