The study by Joina Alves Bomfim, PhD in Education from CeiED at Lusófona University, focused on "The Use of Grammar in Portuguese Language Teaching: Contributions to the Production of Argumentative Essays." The persistent low proficiency levels among students over the years motivated the research. These findings are supported by results from the ENEM (National High School Exam), a standardized assessment conducted in Brazil at the end of high school.

The study concluded that grammar can be useful when approached in a functional and inclusive manner, as a set of rules that both teachers and students must understand to construct expressions in the language. The teaching of Portuguese should not focus exclusively on prescriptive grammar, as it represents only one linguistic variety. Schools serve a diverse audience with many linguistic variations.

Working with students' argumentative essays was a crucial part of the study. It allowed for an analysis of how students construct their texts and apply Portuguese grammar rules, alongside the necessary competencies. This focus was particularly relevant because the ENEM essay is one of the main factors that excludes students from higher education. Furthermore, argumentative competence is essential for active citizenship.

Based on her analyses, the author developed a counter-argumentation model and proposed the following framework for producing argumentative essays:

• Previous Thesis (Introduction): Argumentative Procedure 0
• Counter-Argumentation (Development): Argumentative Procedure 1
• Data/Facts/Evidence (Development): Argumentative Procedure 2
• Conclusion (New Thesis + Intervention Proposal): Argumentative Procedure 3