Da gramática ao contexto: um percurso didático

As generally assumed by linguistic studies on texts and discourses, the context is determinant in the production and understanding of texts. However, this aspect may acquire specific contours when dealing with texts of a literary nature – which are characterized, in principle, by autonomy in relation to the context of production. Thus, it can be said that the linguistic dimension is decisive for the production and understanding of the text: if the context is diluted and forgotten, it is through the linguistic expression that meaning is established and remains. We speak here of meaning following Coseriu (2007) – that is, as something that is only given through the text. Dealing with this problematization, this paper aims to develop it according to the theoretical and epistemological framework of
Sociodiscursive Interactionism, from a didactic approach. Thus, two main
goals are assumed: to deepen the theoretical reflection on the role of contextual and grammatical factors in the production and understanding of the text (including literary texts); to propose a didactic path that highlights the central role of linguistic structures as a stabilizing factor of meaning – particularly when the context is forgotten or diluted.