¿Para qué aprender Gramática en la escuela?: puentes entre la abstracción del análisis y la comunicación cotidiana

Abstract

This article invites a theoretical reflection about school grammar teaching and learning, from the perspective of the Psychology of Learning, in the light of conceptual change and extending its scope to incorporate elements of Karmiloff-Smith’s model RR and the hypothesis of hierarchical organization (Pozo and Gómez Crespo, 1980). The author approaches grammar from a wide perspective, linking it to the functional and pragmatic levels, aiming at a didactic application.