A GRAMÁTICA PARA ALÉM DOS APARELHOS IDEOLÓGICOS DO ESTADO: PERCEPÇÕES DE FORMANDOS DE LETRAS-PORTUGUÊS DA UFPB SOBRE O ENSINO DA GRAMÁTICA TRADICIONAL

Abstract

In contemporary Brazil, grammar teaching is directly linked to traditionalist practices, a legacy of European education, post-industrial revolution, at the service of a technical school. However, today's school no longer needs to be what the French philosopher Louis Althusser predicted more than fifty years ago, an Ideological State Apparatus that aims to adapt society to the needs of the market. These practices, even though they are not endorsed by current educational parameters and guidelines, are strongly rooted in both the public and private educational scenario. Why? Do Portuguese language teachers pay attention to the inclusive and exclusionary facets of grammar and how these reverberate in society? Are they properly qualified to teach grammar? Or were their training also anchored in traditionalist grammatical teaching? Given the lack of responses, a structured questionnaire was applied to fourteen students who are in the last periods of the new undergraduate curriculum in Literature – Portuguese Language offered by the Federal University of Paraíba, with the aim of knowing their perception. about teaching traditional grammar. Specifically, we sought to establish the differences in the approach to grammar study between Basic Education and Higher Education; analyze whether undergraduate students' understanding of grammar breaks with the notion of Ideological State Apparatus; highlight the contributions of the Literature course to professional teaching training.The results highlighted the reality of technical Basic Education at the service of state apparatuses of ideology, in addition to a counter-hegemonic perception, on the part of undergraduate students, regarding the problems that permeate the teaching of grammar to the detriment of educational approaches experienced only during graduation.