Critical Applied Linguistics and the teaching of Portuguese Language: weaving threads from the Common National Curricular Base

• Autor(a) principal: Campêlo Costa, Michelle
• Data de Publicação: 2022
• Outros Autores: Silva, Kleber Aparecido da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABRALIN (Online)
• Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/2129
• topic: Base Nacional Comum Curricular; Linguística Aplicada Crítica; Política Linguística; Educação Crítica; . Língua Portuguesa; Common National Curricular Base; Critical Applied Linguistics; Language Policy; Critical Education; Portuguese Language

This paper aims to critically analyze the language policy of the Common National Curricular Base (BNCC) of Portuguese Language in High School (MS) and to highlight routes of brazilian educational norms until the constitution of the BNCC. To do so, we understand this official document based on critical theoretical-epistemological discussions, which aim at a comprehensive education of the human being that ascends to human goods, the essential learning that must be achieved throughout Basic Education. The methodology used is document analysis and a case study in which the voices of teachers reverberate in the research. We are based on authors from Critical Applied Linguistics (LAC) ) (JORDÃO, 2013; MOITA LOPES, 2011; PENNYCOOK, 1990, 1998, 1999, 2001, 2006; PENNYCOOK; MAKONI, 2019; RAJAGOPALAN, 2003, 2011, 2013; SILVA; JORDÃO, 2023 (in press)) in the expectation that the BNCC can be used beyond a normative and understood as a provocative instrument (FREIRE, 1987, 1989, 1992, 1997), hopefully promoting social equity, and expressing educational realities permeated by the making of an emancipatory critical language education. The results point out that it is necessary to follow the paths of critical pedagogical practice and reach the práxis for emancipation.