Desafios pedagógicas no ensino de gramática: implicações da variação linguística no contexto escolar

Abstract

This paper seeks to analyze the pedagogical challenges in the teaching of grammar, in the light of the implications of linguistic variation in the school context. The research, of a bibliographic nature, investigates how the linguistic diversity present in classrooms — which includes regional, social and situational variations of the Portuguese language — impacts the teaching practice and learning of students who bring with them a consolidated baggage of the mother tongue. The teaching of grammar, traditionally based on the cultured norm, often conflicts with the linguistic practices of the students, generating a tension between what is considered "adequate" or "correct" in the language and the forms of natural expression of the students. In addition, the study examines the main difficulties faced by teachers when trying to reconcile the teaching of normative grammar with the reality of linguistic variation, as well as the limitations of teaching materials that, in many cases, do not contemplate linguistic plurality. Teacher training is also addressed, with an emphasis on how initial and continuing education courses can fail to adequately prepare teachers to deal with these issues. The research is based on theorists such as Marcos Bagno (1999, 2019), who discusses the need for Portuguese language teaching that values linguistic diversity and the demystification of linguistic prejudices, and Travaglia (2009), who emphasizes the importance of linking grammar teaching to the context of language use. In this sense, the research points to the urgency of a restructuring in the models of teaching grammar, with the adoption of approaches that consider the sociolinguistic context of the students. Some proposals include the use of diversified textual genres, the encouragement of critical reflection on the standard norm and linguistic varieties, in addition to the continuing education of teachers with a focus on sociolinguistics and inclusive practices. Therefore, it is hoped that this study will contribute to the reflection and improvement of pedagogical practices, encouraging a grammar teaching that goes beyond the mere reproduction of rules and norms and that recognizes the richness of linguistic diversity as a resource for the construction of a more equitable and meaningful education, proposing a more contextualized grammar teaching, inclusive and adapted to the real needs of the school environment.

Keywords: linguistic variation, grammar teaching, pedagogical challenges, cultured norm, school context