A análise linguística nos documentos curriculares do ensino fundamental da região norte

Abstract

With the approval of the National Curricular Common Base (NCCB, 2017), the curriculum documents of the Brazilian states were adapted according to the new proposals. Based on this, we have carried out this research study, whose general objective is to reflect on the way Linguistic Analysis is conceived in the curriculum documents of Elementary Education in the North of Brazil, in order to enable reflections on teaching practice. The research is documentary, qualitative and interpretive in nature, focusing on content analysis (CA), developed on the assumptions of Applied Linguistics (AL). The studies carried out are based on the dialogical perspective of language (BAKHTIN, 2011[1979], 2011[1952], 2015[1930]; VOLÓCHINOV, 2018[1929], 2019[1926]), passing through the historical path of Linguistic Analysis (LA) in Brazil, demonstrated by Mendonça (2006), Bezerra and Reinaldo (2013) and Polato (2017), whose theoretical follow-up starts from Grammatical Teaching (GT), runs through the cognitive principles of the Linguistic Analysis Practice (LAP) and stabilizes for more dialogical analyses, here represented as Dialogical Linguistic Analysis (DLA), based on Geraldi (1984, 1991), Franchi (1997) and Polato & Menegassi (2019). Observing the data, we verified that the NCCB maintains the LAP perspective, arising from the Curriculum Parameters (CPs), presenting other perspectives for the treatment of L.A, in order to reveal, in addition to the LAP perspective, the Grammatical Teaching and timid propositions for the DLA. Curriculum documents from the North Region follow the same LA evidences proposed by the NCCB, both in the introductory texts and in the Curriculum Organizing Frameworks (COF). As a result of the analyses, it was found that the LAP perspective supports all the introductory texts of these documents, however, the COF reorganizations present GT and LAP perspectives, with didactic-methodological suggestions which promote LAP and few proposals for working with DLA. Accordingly, there is a distance from the teacher to the organization of activities that promote DLA.