The theoretical configuration of textual production in the National Curricular Common Base: an inside look at didactic transposition

Abstract

The debate about a common national curriculum has generated discussion among experts of the educational sphere,
since the construction of such a curricular proposal seems to be the object around which several educational policies
orbit. In this context, the National Curricular Common Base (BNCC, 2018) emerges, whose central objective is to define
the essential learning to which all students must have access in Basic Education. Taking into account the area of
portuguese language, we can observe that theoretical re-configurations were made during the elaboration of this
document. Therefore, they deserve to be elucidated, especially considering the teacher a target reader of BNCC. Thus,
this article focuses on the deconstruction (LE GOFF, 1997) of the homologated version of the BNCC regarding the
level of secondary education, proposing an analysis of entries related to the textual production axis, based on
documentary research, with qualitative-interpretative nature and situated in the applied field of language studies. For
this investigation, we rely on the theory of Didactic Transposition, Chevallard (2001), Marandino (2004); in Textual
Linguistics, Brait (2016), Koch (1997); and in Curriculum Studies, Silva (2005), Macedo (2012), among other
bibliographic sources. The results point to a significant terminological heterogeneity focused on textual production,
revealing a graphocentric but also multisemiotic affiliation of the investigated object. In addition, the term textual
production presents conceptual imprecision in its re-configuration, generating object overlap and reading ambiguity in
the BNCC.