Gramática e texto literário em livros escolares de português da primeira metade do século XX

• Ano de defesa: 2015
• Autor(a) principal: Medeiros, Rejane Rodrigues Almeida de
• Orientador(a): Bunzen Júnior, Clecio dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Linguística - PPGL
• Palavras-chave em Português: Gramática; Texto literário; Livro escolar de português; História da disciplina escolar Português
• Palavras-chave em Inglês: Grammar; Literary text; Portuguese textbooks; History of the discipline portuguese
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/7679

The main purpose of this dissertation is to investigate and discuss the relations established among grammar and literary text in two different periods of the history of the discipline Portuguese, the first one situated in the 1920s, and the second one between the decades of the 1930 and the 1940, based on the analyses of two main representative didactic works of each of these periods, the Gramática expositive: curso superior (17ª ed., 1925), from Eduardo Carlos Pereira, and O idioma nacional (1944), from Antenor Nascentes. In the teaching of the discipline Portuguese of the first half of the century is possible to recognize an articulation between grammar and literary text, in which sometimes the grammar and sometimes the literary text is prioritized. During the years of the 1920s the discipline Portuguese was characterized through the primacy of grammar, due to the fact that one was giving main priority to the learning of grammatical rules which were assured by the use of literature writers, mainly from Portuguese nationality. In the pursuit of highlighting the literary text in the classroom, in the decades of the 1930 and 1940 a new orientation in the studies of Portuguese was attempted, so that in the official programs as well as in the elaboration of didactic works it was advised first the reading of literary text and after the grammar teaching though the text that was read.