This dissertation, carried out in the context of the training of Portuguese Language teachers,
developed from a qualitative research of the type of action research and applied in the 7th
year of elementary school, points out that grammar is not a theoretical determination decided
for a set of normative rules. It indicates, from an ontological-hermeneutic path proposed by
Martin Heidegger, that human beings are before any theory constructed, they are immersed in
a world and in this they relate to others like themselves and to things building meanings for
their own life and thus also a substrate from which everything it comes in contact with can be
interpreted. It discusses the limitations of science for the understanding of certain phenomena
that are possibilities of science itself. It understands that the most proper human formation is
marked by existence and by the primordial and continuous relationship with the world, it is
organized in the form of an understanding of everything with which it relates. The human
being has understanding not as a task that he takes for himself. For the text, any attempt to
understand, already presupposes a level of understanding. therefore, understanding is
something that defines the human being. It understands that the text, world and understanding
provide hidden support for any possibility of learning. For the treaty there is a hidden
potential of these possibilities and of others among them the structure, “how”, from which the
human being in the face of something new seeks to understand it from what he already knows.
It shows that in education, the consideration of these possibilities of the human being are
capable of facilitating the learning work. Finally, it presents the results of activities developed
with a group of students, showing how these structures discussed in the initial part of the
work are presented in the daily lives of each student, determining the direction of
understanding what they need in their school education, then making proposals for conducting
teacher relationships with students that privilege the possibilities discussed throughout the
text.
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