The observation of the current situation in language education, with inefficient
language teaching and learning (or lack thereof) to raise awareness of the
grammatical aspects of language, as well as the lack of perception of the possibility
of paradoxical experience between linguistic variants and the norm standard were
the main concerns that gave rise to this thesis. We point out that there has been a
deterritorialization of grammar as a technical object and that the teaching of grammar
(in any of its forms) has lost its place in Portuguese language teaching. Given the
negative results, there is a need for new ways of seeing and thinking, in order to
establish the habit of creative, inventive, aesthetic and transductive experimentation.
We are concerned about the urgency of effectively experimenting with the field of
immanence that exists in the technical processes of language learning, without which
the paradoxical experience between linguistic-grammatical territories becomes
impossible. In this way, we have made a theoretical-philosophical proposal with the
intention of marking the insertion of transduction into the linguistic educational
universe; the aim is to construct thoughts and expose them in defense of the use of
philosophical concepts; it is to propose transgrammatical segmentary lines that
contribute to overcoming the dichotomy and experimenting with the paradoxes
between these objects: the linguistic variants and the standard use of the language.
In this research we have mapped paths, means, passages, relations, processualities
and intermezzos. It is therefore a research anchored in a theoretical approach for
exploratory-reflexive-propositional purposes. We have used basic tools: articles,
conference proceedings, reports, periodicals, documents, interviews and reference
books on the subject. We used cartography as our main methodology, with
Cartography method clues: research-intervention and production of subjectivity
(PASSOS, KASTRUP e ESCÓSSIA, 2009) as the work that guides the entire
methodological part. With this work, we traveled cartographic paths as a
methodology, not limiting ourselves to the procedures of induction and deduction, but
tracing a map of rhizomes in which the procedures are still abductive and
transductive. Our main theoretical guide has been the philosophical assumptions of
Simondon, Deleuze, Guattari, Morin, Serres and Latour. Through the propositional
approximations between these authors, we relate philosophical conjectures to the
teaching and learning of grammar. We also used the writings of Costa and Oliveira
(2017), Iafelice (2015), Oliveira, Duarte and Peel (2019), Oliveira, Costa and Silva
(2020a, 2020b and 2020c), Nicolescu (2009), Peirce (2005), among others. The work
resulted in a theoretical contribution to paradigmatic renewals in relation to teaching
and learning. It is a reflective-scientific-philosophical work that recognizes the
dynamic and living nature of Portuguese grammar. We consider the need for
pedagogical work that enables the individual in the linguistic-grammatical field, in the
most fruitful way possible, providing the acquisition of the standard use of the
language and the perception of the functionality, multiplicity and varied benefits of this
learning, therefore, We conclude that the territory cannot be exclusive of other forms
of singularity, but rather a system interconnected by bodily and embodied forces,
contained by multiple interconnected groups and by patterns of subjectivities that
locate and organize these groups, a system that assumes the similarities that unite in
a group and the aspects of distinction that produce distance.
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