Ensinar ou não ensinar a gramática na escola, eis a questão: uma análise discursiva

Abstract

Inscribed in the perspective of language sciences, this course conclusion work seeks to understand the functioning of language (gem) in society and in history. In general, the study presented below intends to analyze, in light of the theoretical and analytical principles of Discourse Analysis, the meaning effects that are produced in and by the title of the work “Why (not) teach grammar at school ”, by the author Sírio Possenti. We will seek to demonstrate through analysis gestures that the aforementioned formulation produces diferente possibilities of reading and interpretation supported by linguistic materiality by/in punctuation marks, especially in parentheses. Based on the theoretical device of Discourse Analysis, based on Orlandi (2013) and on Pêcheux (1969), the reflection discusses the conditions of production of discourses around the teaching of grammar considering the historical process that institutionalized it. It is from this analytical perspective, which touches the limits of the History of Linguistic Ideas, that we describe our research corpus and develop our analysis that points to misunderstanding as a constitutive effect of the gesture of reading and interpreting the work.