SYNTAX IN BRAZIL: HISTORIOGRAPHICAL NOTES AND RESEARCHING THEMATIC AXES

Vieira, Francisco Eduardo

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Brasil

Alfa: Revista de Linguística (São José do Rio Preto)

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Original Article • Alfa, Rev. Linguíst 64 • 2020 • https://doi.org/10.1590/1981-5794-e12288 copy

SYNTAX IN BRAZIL: HISTORIOGRAPHICAL NOTES AND RESEARCHING THEMATIC AXES

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT:

This article sets out some thematic axes, particularly 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. The researching axes and the notes on the history of the syntax, which support them, are based on the grounds of the Historiography of Linguistics, according to Swiggers (2013SWIGGERS, P. A historiografia da linguística: objeto, objetivos, organização. Revista Confluência, Rio de Janeiro, n.44-45, p.39-59, 2013. Disponível em: http://llp.bibliopolis.info/confluencia/pdf/1171.pdf. Acesso em: 19 fev. 2019.
http://llp.bibliopolis.info/confluencia/... , 2012SWIGGERS, P. Linguistic historiography: object, methodology, modelization. Todas as Letras, São Paulo, v.14, n.1, p.38-53, 2012. Disponível em: http://editorarevistas.mackenzie.br/index.php/tl/article/view/4527/3489. Acesso em: 19 fev. 2019.
http://editorarevistas.mackenzie.br/inde... , 2009)SWIGGERS, P. La historiografía de la lingüística: apuntes y reflexiones. Revista Argentina de Historiografia Lingüística, Buenos Aires, v.1, n.1, p.67-76, 2009. Disponível em: http://www.rahl.com.ar/index.php/rahl/article/view/6. Acesso em: 19 fev. 2019.
http://www.rahl.com.ar/index.php/rahl/ar... , and Altman (2012ALTMAN, C. História, estórias e historiografia da Linguística brasileira. Todas as Letras, São Paulo, v.14, n.1, p.14-37, 2012. Disponível em: http://editorarevistas.mackenzie.br/index.php/tl/article/view/4526/3488. Acesso em: 12 fev. 2019.
http://editorarevistas.mackenzie.br/inde... , 2009ALTMAN, C. Retrospectivas e perspectivas da historiografia da linguística no Brasil. Revista Argentina de Historiografia Linguística, Buenos Aires, v.1, n.2, p.115-136, 2009. Disponível em: http://www.rahl.com.ar/index.php/rahl/article/view/12. Acesso em: 12 fev. 2019.
http://www.rahl.com.ar/index.php/rahl/ar... , 2004)ALTMAN, C. A pesquisa linguística no Brasil (1968-1988). 2.ed. São Paulo: Humanitas, 2004.. 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.

KEYWORDS:
Linguistic Historiography; Syntax; Grammar

Axis 1 – Theoretical aspects
Central question: From the 19th to the 21st century, in the history of Grammar and Linguistics in Brazil, how did the processes of emergence, development, reception, opposition, erasure and continuity of theories, knowledge and ideas about syntax occur and are still occurring?
Satellite questions:
What conceptions of syntax and what forms of approach are presented in linguistic research, in grammars, as well as in other texts that are not exactly grammars, but examine syntactic themes? What relations of continuity and rupture, on a concrete or just rhetorical level, do these forms of approach present when compared? What are they, how were they established and how were the networks of metaterms and definitions used once (and still being used) in the syntactic description proposals? How do the networks of metaterms and definitions from different grammars and syntactic theories dialogue with each other, with the categorical and conceptual framework of Greco-Roman grammaticography or with other theoretical model of language studies of then and now? How do scientific, political and sociocultural conceptions that characterize the periods when certain grammars or linguistic studies were produced reflect their epistemological guidelines? Is it possible to outline something like a “Brazilian identity”, regarding the theoretical proposals of syntactic description, in certain periods of our history of Grammar and Linguistics? To what extent have processes, either declared or not, of ruptures and revolutions, accumulation and progress, continuity, displacements, recovery, reconstructions, influences woven and been weaving the history of syntax in Brazil?

Axis 2 - Descriptive-normative aspects
Central question: How have been set the ideas regarding the issue of linguistic norms in Brazil, reflecting both the facts of Brazilian oral and written syntax, and the European biased syntactic prescription, in the course of Brazilian grammaticography and Linguistics, from the 19th century to the present day?
Satellite questions:
What conceptions of “Brazilian Portuguese Language” can be identified and what expressions are used to refer to the idea of “Brazilian Language” throughout the history of Grammar and Linguistics in Brazil? Which specificities of the Brazilian syntax were at the forefront when dealing with the issue of language in Brazil and how were they categorized and evaluated regarding the grammatical instruments and the syntactic investigations of philologists, dialectologists and linguists? What types of arguments (etymological, literary, logical, aesthetic, pragmatic, sociological, among others) were and are used by Brazilian grammarians and linguists to legitimize certain syntactic variants as being prescribed or possible constructions? How do linguistic instruments from different eras consider syntactic variation and change involving the Portuguese language and the Brazilian Portuguese language? What relations of continuity and rupture can be identified in the examination of the trajectory of construction of the Brazilian linguistic norm?

Axis 3 – Didactic pedagogical aspects
Central question: How have grammars, textbooks, government documents, curricula, syllabus of courses, teaching material for continuous education, among other past and contemporary texts developed in Brazil since the 19th century, impacted and been impacting the development of our linguistic and pedagogical practices involving syntactic knowledge?
Satellite questions:
How and through which intellectual and institutional agents has the teaching of syntax (and grammar) been proposed? What impacts have certain grammar models and linguistic theories had on teaching syntax (and grammar)? Which specialty groups and intellectual leaders were at the forefront at the moments of convincing the academic community about the superiority of one approach to teaching syntax over another? How do school grammars and textbooks assimilate and teach syntactic facts of the Brazilian Portuguese language described by linguistic research since the 1960s and, more recently, by the grammars of contemporary Brazilian linguists? To what extent do processes of establishment, continuity, rupture, reformulation and erasure manifest themselves in history when different moments of teaching syntax (and grammar) in Brazil are compared?

Universidade Estadual Paulista Júlio de Mesquita Filho Rua Quirino de Andrade, 215, 01049-010 São Paulo - SP, Tel. (55 11) 5627-0233 - São Paulo - SP - Brazil
E-mail: alfa@unesp.br

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