Strategies of indetermination of the subject in the writing of brazilian students: from Linguistic norms to the standard norm

Abstract

This article synthesizes the reflections of Silva’s master’s dissertation (2019), which examined the variable strategies of the subject’s indetermination phenomenon in an 8th grade class in the public school in the city of Rio de Janeiro, based on schooling and age social variables. On the one hand, the research deals with the problems caused by a teaching conception centered only on traditional grammar. On the other, the article is dedicated to the expansion and analysis of methodological actions on the theme, anchored basically in the postulates of the Theory of Variation and Change (WEINREICH; LABOV; HERZOG, 1968 [2006]). The study sample consists of two stages: (i) diagnosis; and (ii) didactic sequence; this´s dedicated to the presentation of a collection of methodological interventions, with a view to the construction of knowledge based on the reflexive perspective of standard use, according to the following approach of the grammatical component: linguistic norms> prestigious norms> standard norm. As such, the research has adopted the proposal for teaching grammar with three planning approaches (VIEIRA, 2014; 2017). In this direction, the study reflects on the complex issue of normative guidance in teaching and it focuses on the elaboration of theoretically upgraded activities, with the main objective of problematizing the place of normative grammar in the teaching of Portuguese language in primary and secondary educations.