Redes de Aprendizagem da Língua Portuguesa: Pensando Dispositivos Transgramaticais para Experimentação dos Paradoxos Linguístico-Gramaticais.

Abstract

The observation of the current situation in language education, with inefficient language teaching and learning (or lack thereof) to raise awareness of the grammatical aspects of language, as well as the lack of perception of the possibility of paradoxical experience between linguistic variants and the norm standard were the main concerns that gave rise to this thesis. We point out that there has been a deterritorialization of grammar as a technical object and that the teaching of grammar (in any of its forms) has lost its place in Portuguese language teaching. Given the negative results, there is a need for new ways of seeing and thinking, in order to establish the habit of creative, inventive, aesthetic and transductive experimentation. We are concerned about the urgency of effectively experimenting with the field of immanence that exists in the technical processes of language learning, without which the paradoxical experience between linguistic-grammatical territories becomes impossible. In this way, we have made a theoretical-philosophical proposal with the intention of marking the insertion of transduction into the linguistic educational universe; the aim is to construct thoughts and expose them in defense of the use of philosophical concepts; it is to propose transgrammatical segmentary lines that contribute to overcoming the dichotomy and experimenting with the paradoxes between these objects: the linguistic variants and the standard use of the language. In this research we have mapped paths, means, passages, relations, processualities and intermezzos. It is therefore a research anchored in a theoretical approach for exploratory-reflexive-propositional purposes. We have used basic tools: articles, conference proceedings, reports, periodicals, documents, interviews and reference books on the subject. We used cartography as our main methodology, with Cartography method clues: research-intervention and production of subjectivity (PASSOS, KASTRUP e ESCÓSSIA, 2009) as the work that guides the entire methodological part. With this work, we traveled cartographic paths as a methodology, not limiting ourselves to the procedures of induction and deduction, but tracing a map of rhizomes in which the procedures are still abductive and transductive. Our main theoretical guide has been the philosophical assumptions of Simondon, Deleuze, Guattari, Morin, Serres and Latour. Through the propositional approximations between these authors, we relate philosophical conjectures to the teaching and learning of grammar. We also used the writings of Costa and Oliveira (2017), Iafelice (2015), Oliveira, Duarte and Peel (2019), Oliveira, Costa and Silva (2020a, 2020b and 2020c), Nicolescu (2009), Peirce (2005), among others. The work resulted in a theoretical contribution to paradigmatic renewals in relation to teaching and learning. It is a reflective-scientific-philosophical work that recognizes the dynamic and living nature of Portuguese grammar. We consider the need for pedagogical work that enables the individual in the linguistic-grammatical field, in the most fruitful way possible, providing the acquisition of the standard use of the language and the perception of the functionality, multiplicity and varied benefits of this learning, therefore, We conclude that the territory cannot be exclusive of other forms of singularity, but rather a system interconnected by bodily and embodied forces, contained by multiple interconnected groups and by patterns of subjectivities that locate and organize these groups, a system that assumes the similarities that unite in a group and the aspects of distinction that produce distance.