BEYOND GRAMMAR

CRITICAL PERSPECTIVES FOR MEANINGFUL SCHOOL LANGUAGE EDUCATION

Abstract

The teaching of Portuguese Language in Brazil, despite advancements in linguistic theories and the support of guidelines such as the BNCC and PCN, remains bound to traditional frameworks, generally using normative grammar and its terminologies as a guide. Thus, the aim of this article is to outline, in general terms, what would be necessary for meaningful linguistic education in schools. To achieve this, we use a bibliography methodology based on the work of researchers, like Bagno (2005, 2011) and Antunes (2003, 2007), in order to investigate possible paths that schools can follow to reinvent themselves in this area. Consequently, we observed that the ideal approach to language study would start with the text, aiming for contact with diverse genres in reading and writing activities that enable students not only to know how to read and write, but also to understand how and in what situations to use the language. In other words, they should engage in a literacy process that allows them to fully exercise their citizenship.