GRAMMARS: TYPES, ANALYSIS AND TEACHING OF PERSONAL PRONOUNS

Abstract

We address several ways of perceiving the term grammar (cf. ANTUNES 2007) and how personal pronouns are dealt with in grammar textbooks commonly used in schools in order to propose a teaching approach from the methodological perspective of linguistic variation pedagogy (cf. BORTONI-RICARDO 2005, 2011, 2014, 2021 and FARACO 2008, 2015, ZILLES & FARACO, 2017). The present article is divided in two axes: i) the use of the term grammar in some normative and linguistic conceptions (cf. FARACO 2008, 2022) and ii) the description of personal pronouns in school grammars (cf. LOPES, OLIVEIRA and CARVALHO 2016). In the first axis, we present different theoretical concepts about the term grammar and in the second axis, we consider the term as a grammatical compendium to make a description of personal pronouns in school grammars. We seek to point out the superficial way in which pronouns are approached in these compendia without a linguistic basis. And we seek to bring subsidies to establish how basic education teachers can understand the term grammar and its applicability in the language within the daily life of speakers, based on the use of pronouns. In this sense, we present the application of a workshop on stylistic variation in the communicative process based on texts of diversified genres. In it, students identify the variable forms of pronoun use (straight and oblique pronouns) through the bias of stylistic variation according to the more or less formal level of language (Severo, 2014 and da Hora, 2014). Finally, we present the results of the workshop discussions and comments on a teaching perspective based on variation.