Concepções de língua e de linguagem nos documentos oficiais para o ensino de LP no EM em Goiás

Abstract

This research presents an analysis of the proposal for teaching Portuguese in the curricular documents in force in 2022/23 for High School – the National Common Curricular Base (BNCC) and the Curricular Document for Goiás High School Stage (DC-GOEM) – based on the language concepts that permeate these documents. The BNCC has national scope and is a mandatory common reference for all basic education schools, while maintaining the autonomy of each state in the federation. Thus, each state must build its curricular documents based on the BNCC. In the state of Goiás, the document is named DC-GO and, in the case of High School stage, DC-GOEM. Therefore, in this work we analyze the two documents seeking to highlight the similarities and differences between them and discuss the materialization of the language concepts in the material produced and made available by the State of Goiás. As a theoretical and methodological framework, we align ourselves with Bakhtinian theory. As a result of the analyses, we highlight that: the language teaching proposal takes discursive genres as the object of teaching; in the DC-GOEM, the nomenclature of textual types is associated with discursive genres, which is not the case in the BNCC; the material produced is aligned with a structural perspective of language. As a result, we analyzed the teaching material “Apostila da Secretaria de Estado da Educação – Programa Goiás Tec, Ensino Médio ao Alcance de Todos!” for the first year of High School, in the first bimester, 2023 Edition, intended for teaching Portuguese, produced and made available by the team of the State Department of Education on the NetEscola Portal.