摘要：The article analyses practices of grammar teaching / linguistic analysis developed by a teacher of the 6th year of middle school. Drawing on theoretical frameworks related to the teaching of grammar / linguistic analysis and knowledge and teaching practices, it was demonstrated, through classroom observations and interviews, the existence of a movement between continuity and change in the teaching practices observed, which materialized through the following aspects: the use of textbooks and the relationship that the teacher had with this resource; the emphasis on working with reading and text production; the articulation between of axes teaching; and the approach of grammatical content.
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