“Professora, a vírgula serve para encerrar o texto?” : ensino de vírgula e análise de material didático a partir da perspectiva teórico-metodológica da gramática em 3 eixos.

Abstract

This paper aims to present a reflection on the teaching of syntax through an analysis of the grammatical component "comma" in a textbook developed for the 8th grade of the final years of elementary school. To this end, we adopt the theoretical-methodological perspective of the "grammar in three axes" proposed by Professor Silvia Rodrigues Vieira (2017; 2019) as our analytical framework. We chose this theory for this work because it incorporates scientific rigor in grammar teaching and seeks to address the gaps caused by the traditional normative grammar approach in Brazil. The author proposes that grammar teaching should be threefold: based on a system, heterogeneous and varied, and always productive—promoting reflective activity, allowing students to engage with diverse reading and text production practices. Furthermore, this theory enables students to become familiar with different prestigious varieties and the linguistic plurality of the language. As for the methodology used in this research, it is qualitative in nature, as it is based on the observation of a specific object; descriptive, since we analyze and describe the workings of the textbook Teláris Essencial: 8th grade; and documentary, due to the analytical and investigative work with the textbook. In the analysis of the didactic material, we did not assume that the aforementioned theoretical-methodological proposal would be fully applied in the book. Rather, we sought to verify how the three axes of the mentioned theory—relevant as they are for teaching—are (or are not) realized in the textbook under analysis. We concluded that the analyzed textbook is grounded in normativity, uses textual genres merely as a pretext for teaching the standard norm, and lacks the necessary scientific approach required for effective language teaching. Regarding punctuation teaching, we observed a syntactic treatment with little emphasis on semantics, which does not align with discursive practices and pragmatics. We hope this work helps disseminate the theoretical-methodological perspective of grammar in three axes and contributes to future discussions on grammar teaching.