Language, text and discourse: the material units of the literacy process in a curriculum reference document

This study describes the results of research that aimed to understand the ways Brazil produced theoretical-methodological proposals for literacy were produced in the last decades of the 20th century. More specifically, the National Curriculum Parameters for the Portuguese language teaching – grades 1 to 4 – are analyzed using discourse analysis and the Foucauldian categorization of two historically constituted epistemes. Results show that the ambivalence in the treatment of alphabetization, sometimes as a linguistic process, sometimes as a discursive one, can produce psychogenetic propositions that are associated with theoretical perspectives that would, at first, be divergent.

Keywords
literacy; curriculum; discourse analysis