Linguistic terminologies in the teaching of Classical Languages (CL) and Portuguese (EP)

the case of syntactic functions. Matches and mismatches

Abstract

In this article, the (in)pertinence of two grammatical term nomenclatures in the teaching of Greek, Latin and Portuguese syntax is analysed, shown and discussed. How consistent is it to proceed with the syntactic analysis of linguistic sequence in ancient Greek or Latin, in secondary and higher education, using an unknown classification to students who are familiar with the Linguistic Terminology adopted in Basic and Secondary Education in the teaching of Portuguese grammar (TLEBS), since the 1^st cycle of basic education? How is it legitimate and practical, from a didactic-pedagogical perspective, for a teacher of Portuguese and Classical Languages to use two terminological glossaries for teaching syntax? What matches and what mismatches exist at the level of both classifications? What are the syntactic properties that determine a given classification in each language (Portuguese, Greek and Latin)?