The aim of this paper is to analyze, from a perspective that fits inthe framework of linguistic historiography (Koerner 1974, 2007; Swiggers 1983, 2009), the configuration of the school grammar in Argentina between 1863 and 1936. In that sense, It intends to propose a periodizing hypothesis consistent with the data provided by previous researches on the school grammar corpus in Argentina (Calero Vaquera 2009, Lidgett 2011, Toscano and García and García Folgado 2012) from an approach that emphasizes a context-oriented historiography (Swiggers 1990), which has not been not addressed by the critical literature until now. Therefore, this paper advance in the description of the regulatory framework (laws, curricula and programs) that affects the development of school grammar discipline from its origins in 1863 to the first intervention of the Instituto de Filología in the school curricula in 1936.
Keywords:
Linguistic historiography, school grammar, periodization
Lidgett, E. (2018). The consolidation of a school grammar model in Argentinean secondary education (1863-1936). Boletín De Filología, 52(2), pp. 119–145. Retrieved from https://boletinfilologia.uchile.cl/index.php/BDF/article/view/48599
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