2024-07-252024-07-252024-07-252018-05-04https://repositorio.ifal.edu.br/handle/123456789/560Several studies, over time, have focused on the grammar teaching and its functionality. Throughout history, there has been a frequent concern to work with students on the cultured norm, the normative grammar, forgetting to consider all the socio-cultural background and the real needs of the students. Nowadays, it is possible to affirm that, even with solid theoretical bases, classroom practice is lacking something. The majority of students, facing so many grammatical rules and a robotic teaching, leave schools with difficult in learning the Portuguese language. It is possible to understand that teachers often feel pressure to teach purely normative grammar, as schools and society itself demand. As object of study we have a elementary school class, and considering the importance of having an interaction between the educated norm and the textual production, the objective of this work aims to identify how the text / grammar relation is worked inside the classroom. Authors like Antunes (2007), Marcuschi (2008) and Geraldi (2001) defend a dynamic and contextualized teaching, where grammar and text can be completed, since it should not be detached from the teaching of the Portuguese Language, with the idea of transforming theory Grammar in a practice that will yield satisfactory results by observing the student's reality. In some observed classes, we have noticed, on several occasions, a decontextualized teaching, in which the grammar separates itself from the text, through the use of loose words and sentences, detracting from its use and function. Nouns, adjectives, numerals, etc. are often used separately from the texts, making the teaching become purely grammatical, creating misunderstanding for the students. We have noticed with the research that such practice has become routine in the classroom and leads the student to not understand grammar as a reflexive process, and the use of text in the classroom is only a excuse for the grammar teaching. In this peperspective, the purpose of this work is to investigate the contribuitions of pedagogical actions to tha grammar teaching, coming from the problematization: How does the teaching of grammar through text, in Elementary School, contributes to the development of students’ discursive competences?Acesso AbertoLetras - PortuguêsLíngua portuguesaGramática – Ensino FundamentalMorfologiaGrammar - Elementary SchoolTrabalho de Conclusão de CursoCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS