Linguistic Theories Reconfigured in Curriculum Documents: The Case of Brazilian Base Nacional Curricular Comum (BNCC)

Abstract: This article presents some preliminary data from research which the main target was to investigate how linguistic theories are reconfigured in the texts of curricular documents. It starts from the assumption that theoretical concepts, coming from quite different theoretical frameworks, are somehow reformulated in the texts of the curricular document and we need to describe how this reformulation can affect the uses of the curriculum document as a guideline for didactic actions in teaching Portuguese and foreign languages in Brazil. Considering the text is still the central element in Portuguese teaching and the enunciative-discursive perspective assumed in the Base Nacional Curricular Comum (BNCC), we searched to verify the concept of grammar and the place of grammatical knowledge in the presentation of the skills, competencies, and objectives of oral and written productions. This is a bibliographic and documentary research with a qualitative approach, which used theoretical support from enunciative-discursive studies, especially to demonstrate authors’ strategies of curricular documents for reformulating and presentation of different theoretical concepts. Results helped us to understand the characteristics, limits, and possibilities of the didactic-pedagogical proposals contained in other curricular documents related to BNCC and other didactic materials in use by public schools in Mato Grosso-Brazil.

Key words: curriculum documents, BNCC, theoretical concepts, scientific dissemination genres, teaching