<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722021000100044</article-id>
<article-id pub-id-type="doi">10.25757/invep.v11i1.236</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino da gramática: paradigmas e desafios]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching grammar: paradigms and challenges]]></article-title>
<article-title xml:lang="fr"><![CDATA[Enseigner la grammaire: paradigmes et défis]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza de la gramática: paradigmas y desafios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[Rui Tavares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade dos Açores Faculdade de Ciências Sociais e Humanas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Coimbra Centro de Estudos Clássicos e Humanísticos ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>44</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722021000100044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722021000100044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722021000100044&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ensino do Português tem sido alvo de mudanças didático-pedagógicas, nas duas últimas décadas. A atualização dos Programas, a reestruturação das práticas letivas e as frequentes reformulações no âmbito da avaliação da disciplina de Português poderão indiciar que ainda não foi delineado o melhor ensino-aprendizagem de uma unidade curricular fulcral, como é a língua portuguesa. Por conseguinte, o ensino da gramática vai passando por abordagens diversificadas: ora em contexto, a partir das fontes literárias que predominam nos manuais escolares ou ao serviço do desenvolvimento do domínio da escrita, ora fora de qualquer contexto, segundo metodologias de aprendizagem normativas e tradicionais, para dotar os alunos de um saber linguístico geral que deverá auxiliá-los no desenvolvimento das diferentes competências por que se pauta o ensino-aprendizagem do Português. Que paradigma (ou paradigmas) do ensino da gramática se tem revelado mais eficaz no devido reconhecimento das estruturas gramaticais da língua portuguesa? Que vantagens oferece cada um destes paradigmas? Que desafios se colocam aos professores, aos alunos e aos falantes em geral? É necessário reestruturar o sistema de ensino? O ciclo de aprendizagens? O plano curricular?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The teaching of Portuguese Language has been suffering a quite number of didactical and pedagogical changes in the last two decades. The Programs&#8217; updating, the restructuring of teaching practices and the frequent reformulations of the evaluation process may indicate that the best teaching and learning methods are not yet outlined in what concerns Portuguese Language. Consequently, the teaching of grammar goes through diversified approaches: now in context, from the literary sources that predominate in school textbooks or in the service of the development of writing skills, now outside any context, according to normative and traditional learning methodologies, to provide students with a general linguistic knowledge that should assist them in the development of the different competences for learning Portuguese. Which paradigm (or paradigms) in the teaching of grammar has been shown to be most effective in recognizing the grammatical structures of the Portuguese language? What advantages are there in case of adopting a particular paradigm? What challenges do teachers, students and speakers have to face? Is it necessary to restructure an education system? A learning cycle? A curriculum plan?]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;enseignement du Portugais a comporte plusieurs transformations didactiques et pédagogiques, pendant les dernières années. L&#8217;actualisation des Programmes, la reformulation des pratiques et les fréquentes nouvelles au niveau de l&#8217;évaluation peuvent suggérer que l&#8217;enseignement et l&#8217;apprentissage de la langue portugaise a encore un long chemin à parcourir. Ceci dit, l&#8217;enseignement de la grammaire continue à être abordé de façon peu cohérente ; soit dans un contexte textuel, à partir des sources littéraires ou au service du développement de l&#8217;écrit, soit hors contexte, selon certaines méthodologies d&#8217;apprentissage normatives et traditionnelles, pour que les élèves arrivent à bien développer un savoir linguistique général qui doit les aider à élargir des compétences spécifiques du domaine de la langue portugaise. Quel paradigme (ou bien paradigmes) pour l&#8217;enseignement de la grammaire est le plus efficace pour la reconnaissance des structures grammaticales de la langue portugaise ? Quels sont les avantages de ce(s) paradigme(s) ? Quels sont les défis qu&#8217;on pose aux enseignants, aux élèves et à tous les parlants ? Est-il nécessaire de restructurer le système d&#8217;enseignement ? Le cycle d&#8217;études ? Les programes?]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La enseñanza del portugués ha sido objeto de cambios didáctico-pedagógicos en las dos últimas décadas. La actualización de los Programas, la reestructuración de las prácticas docentes y las frecuentes reformulaciones en el contexto de la evaluación de la disciplina pueden indicar que aún no se ha perfilado la mejor enseñanza y aprendizaje de un curso básico, como es el idioma portugués. En consecuencia, la enseñanza de la gramática pasa por diversos enfoques: ahora en contexto, desde las fuentes literarias que predominan en los libros de texto escolares o al servicio del desarrollo del dominio de la escritura, ahora fuera de cualquier contexto, según metodologías de aprendizaje normativas y tradicionales, para proporcionar a los estudiantes un conocimiento lingüístico general que les ayude en el desarrollo de las diferentes competencias para la enseñanza y el aprendizaje del portugués. Qué paradigma (o paradigmas) en la enseñanza de la gramática ha demostrado ser más eficaz para reconocer las estructuras gramaticales de la lengua portuguesa? Qué ventajas ofrece cada uno de estos paradigmas? Qué desafíos enfrentan los profesores, estudiantes y ponentes en general? Es necesario reestructurar el sistema educativo? Es necesario reestructurar el sistema educativo? El ciclo de aprendizaje? El plan de estudios?]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[gramática]]></kwd>
<kwd lng="pt"><![CDATA[paradigma]]></kwd>
<kwd lng="pt"><![CDATA[desafio]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[grammar]]></kwd>
<kwd lng="en"><![CDATA[paradigm]]></kwd>
<kwd lng="en"><![CDATA[challenge]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="fr"><![CDATA[enseignement]]></kwd>
<kwd lng="fr"><![CDATA[grammaire]]></kwd>
<kwd lng="fr"><![CDATA[paradigme]]></kwd>
<kwd lng="fr"><![CDATA[défis]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[gramática]]></kwd>
<kwd lng="es"><![CDATA[paradigma]]></kwd>
<kwd lng="es"><![CDATA[desafio]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Amor]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Didática do Português. Fundamentos e Metodologia]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Texto Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Batstone]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Grammar]]></source>
<year>1994</year>
<publisher-loc><![CDATA[Oxford ]]></publisher-loc>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[A. M]]></given-names>
</name>
</person-group>
<source><![CDATA[Gramática: História, Teorias, Aplicações]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Universidade do Porto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Buescu]]></surname>
<given-names><![CDATA[H. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[M.R.]]></given-names>
</name>
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[V.F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Programa e Metas Curriculares de Português do Ensino Secundário]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Ministério da Educação e Ciência ]]></publisher-loc>
<publisher-name><![CDATA[Lisboa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Catarino]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Felicíssimo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Castiajo]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Sentidos 11]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[ASA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castanheira]]></surname>
<given-names><![CDATA[M. T]]></given-names>
</name>
</person-group>
<source><![CDATA[Relatório Nacional 2010-2016, Exames Finais Nacionais. Ensino Secundário]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[I.A.V.E]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[A. L]]></given-names>
</name>
</person-group>
<source><![CDATA[Estruturas Contrastivas: Desenvolvimento do Conhecimento Explícito e da Competência da Escrita]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Letras, Universidade de Lisboa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[R. T]]></given-names>
</name>
</person-group>
<source><![CDATA[Princípios Fundamentais da Sintaxe da Língua Portuguesa]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[DG Edições]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[M. A. T]]></given-names>
</name>
</person-group>
<source><![CDATA[O papel da gramática no ensino de línguas baseado em tarefas]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Letras, Universidade do Porto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fontes]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;Reformas do PS - 1996-2002&#8221;]]></article-title>
<source><![CDATA[Navegando na Educação]]></source>
<year>2002</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jorge]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Aguiar]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Encontros. Português. 12.º ano]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Porto Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kohonen]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Experiential language learning: second language learning as cooperative learner education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Nunan]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Collaborative Language Learning and Teaching]]></source>
<year>1992</year>
<page-range>37-56</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[A. J. L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;A gramática: como ensiná-la&#8221;]]></article-title>
<source><![CDATA[Ciberdúvidas da Língua Portuguesa]]></source>
<year>2005</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[M. C. T]]></given-names>
</name>
</person-group>
<source><![CDATA[Ensino da Gramática - uma aprendizagem de Qualidade: abordagens das funções sintáticas]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Coimbra ]]></publisher-loc>
<publisher-name><![CDATA[Escola Superior da Educação de Coimbra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[O&#8217;Malley]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Chamot]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning strategies in second language acquisition]]></source>
<year>1990</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pais]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;O ensino da gramática nos primeiros anos de escolaridade&#8221;]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Sardinha]]></surname>
<given-names><![CDATA[M. G]]></given-names>
</name>
<name>
<surname><![CDATA[Osório]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Elementos da Didática da Língua e da Literatura em Contexto Pedagógico]]></source>
<year>2016</year>
<page-range>59-90</page-range><publisher-loc><![CDATA[Braga ]]></publisher-loc>
<publisher-name><![CDATA[C.I.E.C./I.E]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Seixo]]></surname>
<given-names><![CDATA[M. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;A TLEBS e a educação&#8221;]]></article-title>
<source><![CDATA[Ciberdúvidas da Língua Portuguesa]]></source>
<year>2006</year>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[A. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;A configuração do ensino da gramática nos novos manuais de Português do 9.º ano&#8221;]]></article-title>
<source><![CDATA[Diacrítica]]></source>
<year>2016</year>
<volume>30</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>83-112</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[P. M. F. P]]></given-names>
</name>
</person-group>
<source><![CDATA[Da 1.ª à 2.ª Versão da TLEBS. Análise comparativa das duas versões da TLEBS nas áreas da Semântica e da Análise do Discurso, Retórica, Pragmática e Linguística Textual]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Aberta]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Xavier]]></surname>
<given-names><![CDATA[L. G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;Ensinar gramática pela abordagem ativa de descoberta&#8221;]]></article-title>
<source><![CDATA[Exedra]]></source>
<year>2012</year>
<numero>número temático</numero>
<issue>número temático</issue>
<page-range>467-77</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Xavier]]></surname>
<given-names><![CDATA[L. G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;Ensinar e aprender gramática: algumas abordagens possíveis&#8221;]]></article-title>
<source><![CDATA[Exedra]]></source>
<year>2013</year>
<volume>7</volume>
<page-range>139-48</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
