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Consider the following text: “We suggest that grammar be treated according to the students’ real needs, if we are to be coherent with the notion of language as discourse, an idea that emphasizes the unpredictability of language and the flexibility and constant change of meaning making practices. Rather than aiming at adapting readers to texts, merely leading them to recognize text genres or fixed text formats, our perspective focuses on developing ownership of texts, which implies more than the possibility of “understanding” texts. Above all, it aims at understanding how and why certain meanings are considered legitimate and others are not: the main objective of reading, in this perspective, would be to develop the readers´ ability to see themselves (and others) constructing and attributing meanings to texts (…).
Grammar, therefore, comes to the scene in so far as it is needed in order to construct meaning with the text – there is no previous “natural” order of grammar structures to be followed, neither these structures should guide the teacher in her/his choice of texts and topics. Formal grammatical knowledge must be subordinated to discursive knowledge: it is important that students are able to use English in communicative contexts in which meanings and the necessary interpretative procedures to construct them are emphasized, rather than isolated grammatical structures.”
JORDÃO, C. M.; FOGAÇA, F. C. Critical literacy in the English Language Classroom. Disponível em: https://www.scielo.br/j/delta/a/hsrcx4LBJZmLpsBjNKsVbvt/abstract/?lang=en
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