Grammar and gender discourse: new perspectives for the portuguese language teaching

Abstract

When language sociointeractionist design comes guide the pedagogical work with language and the slogan becomes the teaching of textual/discursive genres, the Professor of Portuguese as their mother tongue is faced with new challenges, which end up overlapping the old methodological anxieties, especially with regard to grammar teaching. If the stylistic resources used in interactional dynamics operate in compliance with the specifics of each textual/discoursive genre, there is a demand for a reconsideration of the Portuguese teaching canonical practices as their mother tongue: traditional grammar is not enough, we need to consider other facets of language, in order to guarantee the promotion of the development of skills necessary to command of the language by the learner. Thinking about the difficulty in articulating issues of this nature, we propose to reflect about the theoretical and methodological frameworks that enable the convergence of grammar, style, textual/discursive genre and Portuguese language teaching in contemporary times.