Silva, Paulo Sérgio Rodrigues daSantos, Nelli de Sousa LinsSilva, Rizelma dos Santos Bandeira2026-09-012026-09-012026SANTOS, Nelli de Sousa Lins; SILVA, Rizelma dos Santos Bandeira. Gramática tradicional e gramática contextualizada no ensino fundamental II: implicações para a prática docente de língua portuguesa. 2026. Trabalho de Conclusão de Curso (Licenciatura em Letras com Habilitação em Língua e Literaturas de Língua Portuguesa e Espanhola) – Instituto Federal de Roraima, Roraima, 2026.https://repositorio.ifrr.edu.br/handle/123456789/521The teaching of grammar has always played a prominent role in discussions about Portuguese language instruction, especially in light of the changes brought about by linguistic studies and the guidelines set forth in Brazilian curriculum documents. In light of this reality, this article analyzes the implications of traditional grammar and contextualized grammar for teaching practice in upper elementary school. This study examines how traditional grammar and contextualized grammar impact pedagogical practices in upper elementary school, based on the premise that the mere memorization of rules and classifications is insufficient to ensure adequate linguistic education for students. For this reason, this study presents different perspectives on understanding language and grammar itself, highlighting the principles, strengths, and limitations of each approach, as well as discussing how linguistic analysis can foster integration between them. This is a bibliographic study with a qualitative approach and descriptive nature, grounded in the work of authors such as Bakhtin (1998), Geraldi (1984), Travaglia (1996), Possenti (1996), Antunes (2007), Neves (2003), Marcuschi (2008), Faraco (2008), Bagno (1999), Koch (1989), and Fiorin (1998), as well as the National Curriculum Parameters (BRAZIL, 1998) and the National Common Core Curriculum (BRAZIL, 2018). The studies conducted have shown that traditional grammar plays an important role in teaching standard language, although it has some limitations when taught in isolation within the school setting. Contextualized grammar, in turn, emerges as an indispensable alternative for overcoming these limitations, as it connects structural rules to real-life situations of language use. This article demonstrates that integrating grammatical knowledge into real-world reading practices and investing in initial and continuing teacher education is an effective method for helping students use language critically.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilEnsino da gramáticaAnálise linguísticaEnsino fundamentalLinguística aplicadaFormação docentetcc_graduacaoLINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESACIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULA