Uma historiografia das ideias gramaticográficas em instrumentos de ensino de Julio Pires Ferreira (1868-1930)

This paper investigates the grammaticographic ideas of Julio Pires Ferreira (1868-1930), a teacher and grammarian who wrote teaching instruments adopted in Pernambuco schools between the final years of the 19th century and the first three decades of the 20th century. As a general objective, we seek to characterize the author's ideas regarding the proposals for teaching the Portuguese language and the epistemological profile of the grammatical description carried out. To this end, the research is anchored in the theoretical and methodological assumptions of the Historiography of Linguistics, a discipline that aims to investigate the development of linguistic ideas over time (Koerner, 1996, 2014a, 2014b; Swiggers, 2009a, 2010, 2013, 2019). After an epi-historiographical survey of the works authored by Julio Pires Ferreira, publications intended for school use in secondary courses were selected as primary sources for the investigation, which correspond to the titles Notas sobre a Lingua Portugueza (1893; 1894) and Grammatica Portugueza: 2º anno, para uso do Curso medio e do Curso superior (1910; 1917; 1921; 1929). In order to guide the interpretation of the sources, five categories of analysis were defined: (a) educational scenario; (b) presentation strategies; (c) theoretical and methodological profile; (d) grammatical metalanguage; (e) grammatized language. The results indicate that the author's works, from a rhetorical and descriptive point of view, present characteristics typically associated with the linguistic instruments of that period, characterized by being a moment of transition between a rationalist grammaticographic lineage and an empiricist lineage. In relation to teaching proposals, it was possible to notice a shift in proposals throughout the reissues of the works, which stopped claiming the schooling of studies arising from historical-comparative linguistics and started to reproduce the grammatical contents traditionally foreseen in teaching programs and in Practical grammars. This shift, ...