Referências bibliográficas

• The teaching of grammar, both in the mother tongue and in the foreign or additional language context, needs the development of strategies to deal with the complexity of linguistic variation, while addressing the demands for standardization in certain social contexts. Facing this challenge, the Professional Master’s Degree in Letters (PROFLETRAS), a program designed exclusively for teachers in the Brazilian public educational system, has presented – especially based on the theoretical-methodological contribution of the Grammar, variation and teaching discipline, entitled “grammar teaching in three axes” (VIEIRA, 2014, 2017, 2018) – linguistic descriptions and pedagogical activities to the treatment of morphosyntactic phenomena in variation. For that, one of the priorities of the developed works has been to contemplate the linguistic uses according to the observation of a diversity of textual genres, distributed in a continuum related to the linguistic modality, configured in diverse spaces of speech and writing (MARCUSCHI, 2001, 2008; BORTONI-RICARDO, 2004).