PROCESS OF INTERPRETATION AND APPROPRIATION OF THE LINGUISTIC/SEMIOTICAL ANALYSIS AXIS OF THE BNCC IN THE TEACHER'S MANUAL SE LIGA NA LÍNGUA

Abstract

In the field of education, language policies can be observed through different processes, among which interpretation and appropriation stand out (Johnson, 2013). Based on this, we aim to investigate the processes of interpretation and appropriation of the Linguistic/Semiotic Analysis axis of the National Common Curricular Base in the Teacher's Manual Se liga na Língua (2018). To this end, in addition to these processes, we bring the notion of linguistic analysis practices (Geraldi, 2011). This research is part of the interpretative paradigm of a qualitative approach (Lin, 2015), characterized as documentary in nature (Cellard, 2012). Its corpus consisted of the teacher's manual Se liga na língua (2018) and the Base Nacional Comum Curricular (2017). In the analysis, we found that the teacher's manual interprets the notion of linguistic analysis entirely based on the Linguistic/semiotic Analysis axis of the BNCC, without any authorial discourse. This occurs because the BNCC is a normative document, so there is little room for reflections and new approaches in the teaching material in question. In this sense, we confirm that the Teacher's Manual is a language policy mechanism (Shohamy, 2006), as highlighted by Autor (2020), as teachers need to conform their practices to the proposals of the teaching material, and we infer that textbook authors follow the official language policy (BNCC), given that the textbook needs to adapt to these official guidelines in order to be included in the cycle of official language education policies, as is the case of the National Book and Teaching Material Plan (PNLD).