Abstract
Results of an investigation about the concept of grammar (based mainly on language as interaction) in the homework given in the initial series of schooling are provided. The homework and the strategies used by the teachers in the teaching of grammar in the class room have been analyzed. The aim was to observe the relation between what they teach and what they ask for homework. Analyses results demonstrate that although teachers seem to show some changes in strategies of teaching grammar in the classroom, the homework they propose still exhibit a sterile conception of grammar and of their own language.
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