SPOKEN LANGUAGE AND (OR) WRITTEN LANGUAGE? THE BNCC AND THE TEACHING OF PORTUGUESE LANGUAGE UNDER A DISCURSIVE ANALYSIS

Throughout our research and teaching practice, we have observed that the teaching-learning of language in schools is, in general, based on a dichotomy between language and speech, with the privilege of teaching structure and form. The aim of this article is to analyze the effects of meanings about the Portuguese language and its teaching, which are materialized in the Common National Curricular Base (BNCC). Moreover, its implications in what concerns the relationship between spoken and written language at school. To this end, the theoretical-analytical assumptions of Pecheutian discourse analysis will give us greater subsidies to think about the subject's relationship to language learning, as well as identity issues involving this relationship. We believe that the current Portuguese language teaching approach contributes to historically reproduced exclusionary practices. Thus, by taking into account the contributions of French discourse analysis (Pecheux) to language teaching, especially mother tongue teaching, we seek new possibilities of thinking about the notions of language and subject in order to produce more inclusive practices in our country.