Many grammars, many norma: why teach standart language?
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Entrepalavras |
Texto Completo: | http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/669 |
Resumo: | Language, with its plural contents, takes place in the expression of a specific speech, crossed by interdiscursivity, patented in the multiplicity of texts, as Charaudeau and Maingueneau (2011) taught. Every language, being immanent to people with different histories and cultures, has an extensive discursive diversity, reflected in the different domains or communities that take hold of it. All these various domains, however, provide patterns for their speakers to understand each other. These patterns, when grouped in sets, can be considered as grammars that describe the variants of a language, which causes a polysemy inherent to the concepts of "grammar" and "pattern". It is up to the school, in a dialectical perspective involving variants born in several factors, present to the student the standard variant, because this variant is suitable to certain situational contexts and, therefore, their knowledge allows full access to citizenship, as shown by Azeredo (2008). I try in this paper to explain this statement, as well as outline ways to generate a successful standard-grammar teaching, based on a set of practices involving prescription (evidenced by scholars as BECHARA, 1990), subjectivity (taken by linguists as BENVENISTE, 1998) and otherness (presented in the works of FIORIN, 2006; NEVES, 2000 and ANTUNES, 2003). |
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Many grammars, many norma: why teach standart language?Muitas gramáticas, muitas normas: por que ensinar língua padrão?Patterns. Grammars. Standard-grammar.Teoria e Análise Linguística, Sociolinguística e Dialetologia, GramaticologiaNormas. Gramáticas. Norma-padrão.Language, with its plural contents, takes place in the expression of a specific speech, crossed by interdiscursivity, patented in the multiplicity of texts, as Charaudeau and Maingueneau (2011) taught. Every language, being immanent to people with different histories and cultures, has an extensive discursive diversity, reflected in the different domains or communities that take hold of it. All these various domains, however, provide patterns for their speakers to understand each other. These patterns, when grouped in sets, can be considered as grammars that describe the variants of a language, which causes a polysemy inherent to the concepts of "grammar" and "pattern". It is up to the school, in a dialectical perspective involving variants born in several factors, present to the student the standard variant, because this variant is suitable to certain situational contexts and, therefore, their knowledge allows full access to citizenship, as shown by Azeredo (2008). I try in this paper to explain this statement, as well as outline ways to generate a successful standard-grammar teaching, based on a set of practices involving prescription (evidenced by scholars as BECHARA, 1990), subjectivity (taken by linguists as BENVENISTE, 1998) and otherness (presented in the works of FIORIN, 2006; NEVES, 2000 and ANTUNES, 2003).A linguagem, com a pluralidade que seu conteúdo encerra, se realiza na expressão de uma língua concreta, atravessada pela interdiscursividade, patenteada na multiplicidade de textos, de que tratam autores como Charaudeau e Maingueneau (2011). Toda língua, por ser imanente a pessoas com histórias e culturas diversas, apresenta extensa diversidade discursiva, refletida nos domínios ou comunidades diferentes que dela lancem mão. Todos esses diversos domínios, no entanto, apresentam normas para que seus falantes se compreendam. Essas normas, quando agrupadas em conjuntos, podem ser consideradas como gramáticas que perpassam e descrevem as variantes da língua em questão, o que ocasiona uma polissemia inerente aos conceitos de “gramática” e de “norma”. Cabe à escola a perspectiva de, dialeticamente às variantes havidas por diversos fatores, apresentar ao aluno a variante da língua chamada padrão, porque tal variante é adequada a certos contextos situacionais e, por isso, seu conhecimento permite o acesso pleno à cidadania, como mostra Azeredo (2008). Procuro, neste artigo, explicitar essa afirmação, bem como esboçar meios para que haja êxito no ensino da gramática da norma padrão, alicerçado num conjunto de práticas que envolve a prescrição (evidenciada por estudiosos como BECHARA, 1990), a subjetividade (encarecida por linguistas como BENVENISTE, 1998) e a alteridade (presente nos trabalhos de FIORIN, 2006; NEVES, 2000 e ANTUNES, 2003).Universidade Federal do CearáCaetano, Marcelo Moraes2016-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionRevisão de Literaturaapplication/pdfhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/66910.22168/2237-6321.6.6.2.292-306Entrepalavras; v. 6, n. 2 (6); 292-306Entrepalavras; v. 6, n. 2 (6); 292-306Entrepalavras; v. 6, n. 2 (6); 292-306Entrepalavras; v. 6, n. 2 (6); 292-306Entrepalavras; v. 6, n. 2 (6); 292-3062237-6321reponame:Entrepalavrasinstname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/669/357Direitos autorais 2016 Entrepalavrasinfo:eu-repo/semantics/openAccess2017-01-10T19:07:04Zoai:ojs.localhost:article/669Revistahttp://www.entrepalavras.ufc.br/revista/index.php/Revista/indexPUBhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/oaiwebmaster@entrepalavras.ufc.br||editor@entrepalavras.ufc.br2237-63212237-6321opendoar:2017-01-10T19:07:04Entrepalavras - Universidade Federal do Ceará (UFC)false |
dc.title.none.fl_str_mv |
Many grammars, many norma: why teach standart language? Muitas gramáticas, muitas normas: por que ensinar língua padrão? |
title |
Many grammars, many norma: why teach standart language? |
spellingShingle |
Many grammars, many norma: why teach standart language? Caetano, Marcelo Moraes Patterns. Grammars. Standard-grammar. Teoria e Análise Linguística, Sociolinguística e Dialetologia, Gramaticologia Normas. Gramáticas. Norma-padrão. |
title_short |
Many grammars, many norma: why teach standart language? |
title_full |
Many grammars, many norma: why teach standart language? |
title_fullStr |
Many grammars, many norma: why teach standart language? |
title_full_unstemmed |
Many grammars, many norma: why teach standart language? |
title_sort |
Many grammars, many norma: why teach standart language? |
author |
Caetano, Marcelo Moraes |
author_facet |
Caetano, Marcelo Moraes |
author_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Caetano, Marcelo Moraes |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Patterns. Grammars. Standard-grammar. Teoria e Análise Linguística, Sociolinguística e Dialetologia, Gramaticologia Normas. Gramáticas. Norma-padrão. |
topic |
Patterns. Grammars. Standard-grammar. Teoria e Análise Linguística, Sociolinguística e Dialetologia, Gramaticologia Normas. Gramáticas. Norma-padrão. |
description |
Language, with its plural contents, takes place in the expression of a specific speech, crossed by interdiscursivity, patented in the multiplicity of texts, as Charaudeau and Maingueneau (2011) taught. Every language, being immanent to people with different histories and cultures, has an extensive discursive diversity, reflected in the different domains or communities that take hold of it. All these various domains, however, provide patterns for their speakers to understand each other. These patterns, when grouped in sets, can be considered as grammars that describe the variants of a language, which causes a polysemy inherent to the concepts of "grammar" and "pattern". It is up to the school, in a dialectical perspective involving variants born in several factors, present to the student the standard variant, because this variant is suitable to certain situational contexts and, therefore, their knowledge allows full access to citizenship, as shown by Azeredo (2008). I try in this paper to explain this statement, as well as outline ways to generate a successful standard-grammar teaching, based on a set of practices involving prescription (evidenced by scholars as BECHARA, 1990), subjectivity (taken by linguists as BENVENISTE, 1998) and otherness (presented in the works of FIORIN, 2006; NEVES, 2000 and ANTUNES, 2003). |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-31 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Revisão de Literatura |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/669 10.22168/2237-6321.6.6.2.292-306 |
url |
http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/669 |
identifier_str_mv |
10.22168/2237-6321.6.6.2.292-306 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/669/357 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2016 Entrepalavras info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2016 Entrepalavras |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Ceará |
publisher.none.fl_str_mv |
Universidade Federal do Ceará |
dc.source.none.fl_str_mv |
Entrepalavras; v. 6, n. 2 (6); 292-306 Entrepalavras; v. 6, n. 2 (6); 292-306 Entrepalavras; v. 6, n. 2 (6); 292-306 Entrepalavras; v. 6, n. 2 (6); 292-306 Entrepalavras; v. 6, n. 2 (6); 292-306 2237-6321 reponame:Entrepalavras instname:Universidade Federal do Ceará (UFC) instacron:UFC |
instname_str |
Universidade Federal do Ceará (UFC) |
instacron_str |
UFC |
institution |
UFC |
reponame_str |
Entrepalavras |
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Entrepalavras |
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Entrepalavras - Universidade Federal do Ceará (UFC) |
repository.mail.fl_str_mv |
webmaster@entrepalavras.ufc.br||editor@entrepalavras.ufc.br |
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1798329727767805952 |