PORTUGUESE LANGUAGE IN BRAZILIAN TEACHING DOCUMENTS: A VIEW ON THE BASE NACIONAL COMUM CURRICULAR

The interactionist and dialogical perspectives of language govern the theoretical assumptions of teaching, in an attempt to modify the work with the language, thus opening space for the use of contextualized language practices articulated to the subject's reafity. A traditional view of teaching grammar, for example, has shaped a rigid methodology and as we know today, somewhat retrograde. This process, according to some of the teaching guidelines (such as the Parametros Curriculares Nacionais (PCNs), the Orientacoes Eduwcionais Complementares aos Parametros Curriculares Nacionais (PCN+), the OrientarAes Currkulares Nacionals (ONC), the Base Nacional Curricular Comum (BNCC) etc.), must be interrelated with the concept of language underlying the teaching-learning process in the context of the Portuguese language classroom. Within these assumptions, we seek to articulate some concepts of language present in the teaching guidelines, such as those mentioned above, especially in the BNCC.