“…The analysis, however, distinguished four grammar teaching models that underpin grammar conceptualizations in the curricular discourse: the communicative paradigm (DGEBS, 1991a,b,c,d;DES, 2001/02), an approach recalling rhetorical purposes (DGE, 2014;2015), the Explicit Knowledge approach (DEB, 1997;DES, 1997;DGIDC, 2009), and Grammar Competence (DGE, 2018a,b). Still, considering grammar teaching models, it is worth noting the absence of the metalinguistic approach (Camps, 2014;Camps & Fontich, 2019;Myhill, 2011;Myhill et al, 2020), framed by Vygotskian principles, in the Portuguese curricula. While pedagogical contributions from the Geneva School, as the learning sequences for writing, are present in the Writing and Reading components, the Metalinguistic Activity for grammar learning has been kept outside the Portuguese intended curriculum history.…”