ABSTRACT
This work observes the constitution of discourses on Portuguese language teaching in the last two decades of the 20th century in Brazil. The material analyzed consists of three documents published by official bodies as contributions, proposals or parameters for Portuguese teaching: "Criatividade e Gramática" [Creativity and Grammar] (FRANCHI, [1987]FRANCHI, C. (1987). Criatividade e gramática. SÃO PAULO (Estado) Secretaria Estadual de Educação. São Paulo: SE/CENP, 1981. 1991); Proposta Curricular para o Ensino de Língua Portuguesa [Curriculum Proposal for Portuguese Language Teaching] (SÃO PAULO, 1988SÃO PAULO (Estado) Secretaria Estadual de Educação. (1988). Proposta Curricular para o Ensino de Língua Portuguesa: 1º grau, São Paulo: SE/CENP , 4ª ed., 1992.); and Parâmetros Curriculares Nacionais [National Curriculum Parameters] (BRASIL, 1998BRASIL. (1998). Secretaria de Educação Fundamental. Parâmetros curriculares nacionais: terceiro e quarto ciclos do ensino fundamental: língua portuguesa. Secretaria de Educação Fundamental. Brasília: MEC/SEF.). The (re)definition of the concepts of linguistic activity and epilinguistic activity is analyzed in curriculum guidance documents on Portuguese language teaching published in that period, according to the different conceptions of the relationship between Portuguese language teaching and the conditions of language production in schools. From the observation of how the concepts of linguistic activity and epilingual activity were redefined in the interdiscursive processes analyzed, hypotheses are developed on which discursive reconfigurations took place in the constitution of Portuguese language as an object of research and teaching in the period observed.
Keywords:
Portuguese language teaching; Discourse; Curriculum