Abstract
RESUMO: Este artigo estabelece alguns eixos temáticos apropriados à realização de investigações historiográficas sobre saberes, ideias, questões, teorias e modelos pedagógicos que envolvam a dimensão sintática dos estudos gramaticais no Brasil, entre os séculos XIX e XXI. Os eixos de investigação e as notas sobre a história da sintaxe que os fundamentam são desenvolvidos no campo da Historiografia da Linguística, nos termos de Swiggers (2013, 2012, 2009) e Altman (2012, 2009, 2004). Procura-se esboçar algumas linhas de compreensão capazes de conduzir a construção de narrativas descritivas, interpretativas e explicativas sobre como o conhecimento sintático foi adquirido, formulado, difundido, transformado, preservado, ensinado ou esquecido no contexto intelectual brasileiro. Para tanto, elabora-se uma espécie de trajetória concisa dos estudos sintáticos, considerando, sobretudo, o universo greco-latino, a gramatização do português e o cenário pedagógico brasileiro. A narrativa tecida deságua na sistematização, em forma de questões de pesquisa, de três possíveis eixos temáticos para uma historiografia da sintaxe no Brasil, envolvendo aspectos teóricos, descritivo-normativos e didático-pedagógicos.
Highlights
The work was developed inside the research group HGEL – Historiografia, Gramática e Ensino de Línguas (Historiography, Grammar, and Language Teaching) (UFPB/PROLING/CNPq)1, and mostly deals with recent reflections on the historical course of traditional grammar - understood as a “theory of language” – and its impact on Brazilian contemporary Linguistics and Language Teaching
To what extent do processes of establishment, continuity, rupture, reformulation and erasure manifest themselves in history when different moments of teaching syntax in Brazil are compared?. This abundant set of questions is not exhaustive, but it can help to outline investigations that intend to identify and understand the epistemology, not always made explicit, of the works of Brazilian grammarians, philologists, and linguists on the syntax of the (Brazilian) Portuguese language, in addition to understanding the educational impacts reverberated by these works until today
Within the research group HGEL – Historiografia, Gramática e Ensino de Línguas (Historiography, Grammar and Language Teaching) (UFPB/PROLING/CNPq), this inventory has been established as a guideline or even a foundation for different doctoral, master’s and scientific initiation investigations, aiming at the collective construction of a historiography of syntax in Brazil
Summary
▪▪ ABSTRACT: This article sets out some thematic axes, designed for the development of historiographical researches into knowledge, ideas, problems, theories and pedagogical models that involve the syntactic dimension of the grammatical studies in Brazil, between the 19th and 21st centuries. We drafted some comprehension lines so as to implement the construction of descriptive, interpretative, and explanatory narratives about the ways how syntactic knowledge has been acquired, formulated, widespread, transformed, preserved, taught or forgotten in the Brazilian intellectual context. For this purpose, we drew up some sort of brief review of syntactic studies, considering, above all, the Greco-Roman scholarship, the grammatization process of Portuguese and the Brazilian pedagogical context. The narrative is closed with the systematization of three possible thematic axes, carried out in the form of research questions for a historiography of syntax in Brazil, involving theoretical, descriptive-normative, and didactic-pedagogical aspects.
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