Indícios para uma gramaticografia brasileira do Português para estrangeiros: quando a descrição encontra o ensino

• Autor(a) principal: Guerra, Débora Marinho
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16554
• topic: Gramaticografía brasileña; Portugués para extranjeros; Indicios; Descripción. enseñanza; Brazilian grammaticography; Portuguese for foreigners; Clues; Description; Teaching; Gramaticografia brasileira; Português para estrangeiros; Indícios; Descrição; Ensino; Gramática comparada e geral - Gramaticalização; Gramática comparada e geral - História; Língua portuguesa - Estudo e ensino - Falantes estrangeiros; Língua portuguesa - Compêndios para estrangeiros; LINGUISTICA, LETRAS E ARTES::LETRAS

The grammaticography of the Portuguese language is usually divided into two periods: the vernaculist and the scientific (SILVIO ELIA, 1976). However, teaching Portuguese for foreigners (PLE) has specificities that differentiate it from teaching Portuguese as a mother language (PLM) (GUERRA, 2016) and, therefore, it shouldn’t base its grammaticography on the same parameters as PLM grammaticography (FONSECA, 2017). In this sense, we seek to argue in favor of a historiographic path of European and North American grammars aimed at teaching PLE to find elements that point out possible bases for tracing a Brazilian grammaticography of the PLE area. For that, Carlo Ginzburg's (1989) indicative paradigm was used as methodology, through which it is possible to observe clues in the history of PLE grammars that suggest a tendency to use the comparison between languages since the vernaculist period of PLM grammars. So, the results found suggest that even in the 17th century, before the historical-comparative method for linguistic research and language teaching (19th century), which characterizes the second period of PLM grammars, some Portuguese grammars intended for the non-speakers of this language already used the comparison between languages. In addition, these grammars used to give a certain importance to the lexicon, something that was not always frequent in PLM grammars. So, the need to establish a chronological sequence of these grammars matters to recognize and preserve the memory of teaching PLE that started as an alternative practice in the past and tends, today, to consolidate itself as an autonomous area of study. This is what is currently being sought at Brazilian universities. This is what we are currently trying to do at Brazilian universities