Do representacionismo ao pragmatismo:

as diferentes visões de linguagem e de gramática e seus efeitos no processo de ensino-aprendizagem de língua materna

Abstract

When talking about language teaching, it is very common that the first concept that comes to mind is that it is about teaching a set of rules, or a manual that will teach us to speak and write well. This conception persists both in society and at school and is often the trigger for a series of confusions and doubts regarding the teaching of Portuguese. In the course of our professional life, we Portuguese language teachers are faced with at least two very different views of language: language as a representation of the world and language as action, interaction. With that, after what he considered the pragmatic turn, there seems to be a strong direction in the teaching-learning processes in his direction. But is the teaching-learning process, in fact, adapted to such parameters? What are the consequences of the language concept of the Portuguese teacher, especially of textbooks in the school environment? What has changed and what has remained in the Portuguese manuals and lesson plans? Has pragmatics been conventionalized or has it been effectively adopted?