Many grammars, many norma: why teach standart language?

Abstract

Language, with its plural contents, takes place in the expression of a specific speech, crossed by interdiscursivity, patented in the multiplicity of texts, as Charaudeau and Maingueneau (2011) taught. Every language, being immanent to people with different histories and cultures, has an extensive discursive diversity, reflected in the different domains or communities that take hold of it. All these various domains, however, provide patterns for their speakers to understand each other. These patterns, when grouped in sets, can be considered as grammars that describe the variants of a language, which causes a polysemy inherent to the concepts of "grammar" and "pattern". It is up to the school, in a dialectical perspective involving variants born in several factors, present to the student the standard variant, because this variant is suitable to certain situational contexts and, therefore, their knowledge allows full access to citizenship, as shown by Azeredo (2008). I try in this paper to explain this statement, as well as outline ways to generate a successful standard-grammar teaching, based on a set of practices involving prescription (evidenced by scholars as BECHARA, 1990), subjectivity (taken by linguists as BENVENISTE, 1998) and otherness (presented in the works of FIORIN, 2006; NEVES, 2000 and ANTUNES, 2003).