THE WRITTEN LANGUAGUE APROPRIATION AND THE GRAMMAR TEACHING AT THE FIRST YEARS OF ELEMENTARY SCHOOL

The article presents discussions about grammar teaching in the early years of Elementary School. It is made a bibliographic study, based on historical-cultural theory, with the purpose of exposing the learning and development of written language. We seek to discuss the research of Brazilian linguists, in which they demonstrate methodological questions about the grammar teaching in the early years of Elementary School. Being grammar an content for understanding the language, its teaching allows to access the learning of theoretical knowledge that is applied in writing and allows the awareness of what is said. It is concluded that the grammar teaching must be accomplished in a contextualized way, so that the contents are systematized through dialogues and textual genres that circulate in social practices.