The inconsistencies about Portuguese language teaching, the difficulties created over time in the transmission of grammatical contents and doubts about the value of work with grammatical normativity in the initial classes of Elementary School were the main concerns that originated in this master's degree. We perceive the existence of a common situation in practically all school environments, viewed with concern by many scholars and professionals of education and reason for great debates, constant changes in pedagogical plans of courses and the constancy of pedagogical meetings and curricular reformulations; However, in spite of all this effort, the teaching of Portuguese language remains constituted of failures in its procedural praxis provoked by the linguistic processes of deterritorialization. Thus, in this dissertation, we deal with a subject that can be considered recurrent, but the view we propose is the view of the event (a point of view based on the philosophical concepts of multiplicity, experimentation, becoming); is our reflection in trying to build a new look that produces good results; it is also the defense of a change of attitude regarding grammar teaching, a new thinking and acting for the transmission of contents and production of knowledge within the discipline of Portuguese Language. Thus, the main theoretical north of the work was configured from the theoretical assumptions of Gilles Deleuze and Felix Guattari. Besides scientifically, we use the types of bibliographical and documentary research, we go through cartographic paths as methodology, since we are not limited to the procedures of induction and deduction, but we draw a map of rhizomes, in which the procedures are still abductive and transductive, and we immerse ourselves in political-desiring research in order to reflect and argue about the teaching of linguistic-grammatical normativity as a primordial activity to be developed, but in a reprogrammed, rhizomatic and affective way.
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