LÍNGUA PORTUGUESA: UM OBJETO CIRCUNSCRITO

Abstract

This article approaches the Portuguese Language taken as an object of teaching and learning in the educational Brazilian context. It is our aim to discuss the policies that guide the work proposed in the teaching of Portuguese. In order to achieve such a goal, we have examined official guidelines meant to institutionalize the pedagogical work concerning the teaching of Portuguese. Specifically, we have analyzed the national curriculum parameters (PCN), what made possible to see how this process of institutionalization has taken place. The analysis allowed us to focus on the role normative grammar played in the parameters. It was our perspective that the teaching of normative grammar should be understood differently. The article also analyses some utterances produced by a Portuguese teacher as a way to identify if and how the official guidelines would have affected the method the teacher would use in order to approach normative grammar in the classroom. We came to the conclusion that some principles of modern Linguistics are used in order to reframe the teaching of normative grammar. This was especially realized by listening to the way the teacher talked about his own practice. Thus, the teaching of normative grammar was certainly affected by the principles of modern Linguistics present in the official guidelines. In order to achieve our objectives, theoretically, we followed the discursive perspective as understood by Pêcheux. We stated that the official guidelines, including the PCN, produce discourses and can generate between teachers and the guidelines themselves theoretical and procedural identification. Under a discursive guidance, we showed that this identification is not a pressuposition. Instead, it is contradictory and conflicting. It is not the result of a subjectivism.

Keywords

• official guidelines
• normative grammar
• text
• discursive practices