Gramática na educação básica: abordagens, contribuições e desafios

Abstract

In recent decades, grammar teaching in Portuguese has generated debates due to linguistic diversity and changes in the language, which challenge traditional methods and require innovative approaches. Furthermore, the Brazilian National Commom Curricular Base (BNCC) emphasizes the need for pedagogical practices that not only teach grammatical rules but also promote students' communicative competence. In this context, the aim of this study is to investigate different approaches to grammar teaching and how they can contribute to more meaningful learning in Basic Education. To achieve this, a bibliographic review was conducted to identify these approaches and qualitatively analyze the discussions within them. The analysis of Possenti (1996), Travaglia (2009), Antunes (2014), Borges Neto (2013), Oliveira, Basso, and Quarezemin (2013), Perini (2017), Foltran, Knöpfle, and Carreira (2017), and Pilati (2017) led to the creation of a table overview of grammar teaching approaches. This analysis revealed that traditional grammar teaching methods are insufficient for addressing contemporary demands and that there is a positive correlation between using diverse and innovative approaches to grammar instruction and improving students' educational performance. These results show that such approaches significantly contribute to the development of linguistic skills and academic success, also the need for innovation and the updating of pedagogical practices to keep pace with changes in the language and society.