Teaching grammar at the university: effects on the training of Portuguese teachers

This work, which is affiliated with the theoretical and methodological assumptions of Discourse Analysis, the History of Linguistic Ideas, and the Historical Semantics of Enunciation, is based on the practice of teaching grammar within the context of a BA course in Language Teaching at a Brazilian public university. Concerning this particular article, and for the sake of description and analysis, we cut out some textualized discursive sequences, such as the answers to a four-open-question survey handed to s tudents on their first day of class. By assessing the answers' recurrence, we tried to understand the grammar meanings and how they are taught in both basic and higher education. The assessment outcome has led us to propose a work in which we sought to combine both technical and political practices in the classroom while moving away from a fixed conception of grammar, aiming to invest in teaching based on language incompleteness.