The present research aims to investigate, in the light of the generative assumptions and a methodology based on active learning, the studies and proposals related to linguistic reflection, revision and textual rewriting as ways to promote syntactic awareness in grammar classes. Chapter 1 deals with the contribution of generative theory to the study of Portuguese language, based on the works of Chomsky (1965 and later works), by Kato (2005) and VanPatten (2003). There are also methodological suggestions based on the generative research of Lobato ( 2003), Pilati et al. (2011) and Vicente & Pilati (2012). The second chapter presents the studies of Bransford et al. (2007) and Pilati (2014), which reflect on learning and how it is given and discusses works by Silva (2015) and Pilati, Sandoval e Zandomênico (2016), who defend the practice of revision and textual rewriting in grammar classes. In the third chapter there are the elaboration, application and initial results of a pilot project that proposes a didactic sequence based on a methodology that uses the student's previous knowledge, the linguistic reflection and the learning with understanding and works with the activities of revision and textual rewriting. The project presented satisfactory results and, if not unanimous, showed that situations of production and analysis of texts should be added to grammar classes, because linguistic awareness allows the student to understand their linguistic system, leading to a more conscious textual production that, in line with the developed critical sense, produces autonomy.