As estratégias de indeterminação do sujeito no ensino de gramática

Abstract

Syntax teaching in Brazilian schools is not always revisited or discussed as often as it should be. When it comes to the syntactic category of the subject, it is noticed that there are discrepancies between what is presented by Traditional Grammar and what is proposed by Theoretical Linguistics. Regarding curricular issues, recent proposals such as the National Curricular Common Base calls for a grammar teaching inseparable from social practices, exploring its functioning and forms of use and not just as a set of rules. Thus, textual production and comprehension takes on a central role in defining content, skills and goals for teaching Portuguese. Therefore, the main intention of this work is to contribute to the reflection on the grammar teaching in Portuguese language, based on the elaboration of a set of activities about the subject indeterminacy which aim to broaden and provoke reflection and, consequently, improve the practice of students’ writing. For this, we developed activities based on the 3 axes for grammar teaching proposed by Vieira (2017). Therefore, this paper intends to contribute to the discussion of grammar teaching, in particular the subject indeterminacy.