The teaching of Portuguese language for the subjects of the basic education of Paraná

An analysis of the basic education curricular guidelines for the teaching of the language

Abstract

In this paper, whose theoretical support is given by the theory of the History of Linguistic Ideas, the objective is to investigate the effects of meaning built on the role of the school and the subjects of the school conveyed by the Curriculum Guidelines of Basic Education ( DCEs) of the State of Paraná to English language teaching. To this end, I analyze some excerpts from the document that discuss the relationship between marginalized class student and school and/or marginalized class student, language and school. In the discussion of the fields of meaning that materialize in the document about these relations, I dissert on how the school is placed as the only opportunity for students in the “marginalized classes” - viewed as an another dispossessed of voice and ability to act critically on society - rise socially. In this process of “emancipation”, the relation between student and the Portuguese language is necessarily corrective since the objective is to enable socially marginalized students to access the socially prestigious variant spoken by the privileged classes. This contact, which silences the cultural, linguistic and social diversity of students, is governed and controlled by the state which is constantly present throughout the document, even if it is in an implicit way.