Uma discussão sobre a gramática cognitiva: o papel da escola no ensino de língua materna

Abstract

We will seek to develop a discussion about the relationship that functionalist linguis- tics has with cognitive grammar, including, allying with it to constitute a linguistic par- adigm called cognitive-functional, whose research agenda strives to study the lan- guage in use, we still seek demonstrate approximations between the paradigms that make up the cognitive-functional perspective and grammar. Next, we will expose a usage-centric conception of grammar that is understood as a set of regularities that are conventionalized by concrete use in different discursive situations. We will still stick to the questions: How to update the teaching of grammar to incorporate lan- guage discussions? How to promote a language education that contemplates gram- matical competence and, at the same time, dialogue with the educational tradition? The analysis questions involve the discourse and the interpretation of the linguistic structures, considering their functioning, corroborating indicatives related to the ques- tions listed by the cognitive-functional bias. For this we will make use of discussions about Chomsky's (1970), generativism, grammar teaching by Kato (2005), Bransford (2007), among others