O discurso sobre o sujeito-estudante de Língua Portuguesa no currículo base do ensino médio do território catarinense

Abstract

The proposed study has as its object the discourse about the Portuguese subject-student Base Curriculum of High School in the Catarinense Territory (CBTCem) (2021). Among the books that make up the CBTCem (2021), we chose book II as a research file, in which the provisions for basic general education are developed. The development of the research addresses theoretical notions of naming, subject, discursive memory, horizon of retrospection and authorship, discussed through Discourse Analysis (DA) and Linguistic Ideas History (HIL). We organized our analysis into different Acts that complement each other for the general objective of the study, namely: to analyze the discourse on subject-student in Portuguese language teaching at CBTCem (2021). To this end, we sought to historicize the curricular proposals of Santa Catarina State, from the first formulation in 1991 to the formulation of CBTCem (2021), by directing the discourse on the subject-student in Portuguese language teaching. From that point on, we present the composition of the corpus, organized in two Discursive Excerpts; I) Discursive excerpt I: from the nominations of the Portuguese-speaking subject-student at CBTCem (2021, II); and Discursive Excerpt II (DR II): of the discursive markers and the meanings produced. Through the regularities presented in the discursive sequences, we explored meanings, seeking to understand which discourses about the subject-student are developed at CBTCem (2021). Based on the analysis of the linguistic-discursive regularities marks, we understand that the discourse about the subject-student in Portuguese language teaching present at CBTCem (2021) leads to a subject with capabilities that must, through pedagogical practices in language teaching Portuguese, be directed to occupy a space of authorship and protagonism.