The teaching of Portuguese Language has been the subject of many controversies in the
current context of the Brazilian school, considered by many to be ineffective and obsolete,
due to the use of conceptual methodologies with little (or no) applicability in the daily lives of
students. Given this context, this paper aims to investigate reasons why the contextualized
perspective of grammar teaching still finds resistance in the practice of basic education,
seeking to understand how grammar teaching can be conceived in a more dynamic and
stimulating aspect. , adhering to the perspective of grammatical contextualization, considering
the sociointeractionist conception of language. The work consists of a qualitative research, of
bibliographic and documentary character, supported by the presentation of a possible proposal
of contextualized teaching of grammar, based on the guidelines of the National Curricular
Parameters (PCN), the Common National Curricular Base (BNCC), the studies of Antunes.
(2003, 2007, 2014) and other scholars who share the same thought. With this work, we try to
show that not a few teachers have been resistant to the effective implementation of this
approach, even though it has been proposed for decades and has been effective in the
realization of teaching and learning. As a result, based on the analysis of some authors that
address this theme and some documents that are presented in the corpus of this work, we note
that the school fulfills or will fulfill its role when working in a contextual way the teaching of
language / grammar, to that, with this kind of approach, the school favors the development of
the individual as a subject of his own reality. Our analysis has focused some research on: How
are grammatical approaches taking place in schools; the look of the documents, which guide
Brazilian education, regarding the theme; which educational contexts have already adhered to
this approach. Thus, we understand that, in the current Brazilian historical context, it is
imperative that the teacher seeks to recognize the heterogeneity of our language as well as its
dialogical character, and from this, develop a teaching-learning process that fosters the real
needs of student interaction.
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