Abstract
Through the theoretical-methodological perspective of Discourse Analysis, this article reflects on the teaching-learning process of the Portuguese language in Brazil, holding up in a recurrent practice of opposition or disarticulation of the language to grammar, reason for a debate about teaching or not grammar at schools. In order to reflect on grammar as a component of the Portuguese language teaching in basic education, it works the conditions of language teaching production in the school, searching historical indications of destabilization suffered by the know-how the language, as well as seeking another look at the relation between language versus grammar, in order to contribute to the teacher training and to the debate on the subject, in other spaces where it is pertinent.
Keywords:
Language; Grammar; Teaching; Discourse