In this paper we present brief reflections about the perspectives of professors in a specialization course, who were pushed into discussing the conceptions of grammar that guide their Portuguese classes. We questioned these professors about how they direct their practice before the grammatical taxonomy that guides Portuguese classes. We aim to discuss this conception of grammar that builds meanings in their pedagogical practices. We analyzed fragments of some activities that were requested from them and noticed that these professors adopt either normative or descriptive grammar originated practices. Such practices guide the teaching of grammar in their pedagogical state-make. It was also possible to observe in this discursiveness other different attitudes, which break up with this enunciative regularity and which materialize a conception of grammar and language that grants a privilege to activities of effective use of the mother tongue.