O CURRÍCULO REFERÊNCIA DE LÍNGUA PORTUGUESA NO ESTADO DE GOIÁS: UM OLHAR ÀS EXPECTATIVAS DE APRENDIZAGEM DOCUMENTADAS PARA O ENSINO MÉDIO

Abstract

In the present article, I analyze the contents of the Portuguese Language Curriculum Matrix of the state education network of Goiás for the third year of high school. More specifically, I approach the conceptions of language and language that cross the document in order to point out the divergences and convergences regarding the expectations of learning of the Portuguese language, guided by the National Curricular Parameters of High School (PCNEM) and by the evaluation criteria of the essays of the Exam National High School (ENEM). Thus, I present a documentary analysis of a qualitative / quantitative and interpretative nature, based on the transdisciplinarity of Applied Linguistics. For this, this text is divided into five sections, the first one pointing to the introductory motivations of the research. In the second section, I outline the literature review required and some notions of language-gem, its function and its social-historical aspect are presented. I make a reading of the guiding principles documented in the specific curricular parameters, regarding the proposal of teaching of Portuguese language. I also address the question of the role of the teacher, the student and the School in the teaching-learning process. In addition, I discuss about the ENEM: what is it, for what it serves, to whom it is destined and its evaluation requirements proposed to the essays. The third section outlines the theoretical-methodological procedures for the constitution of the study, punctuating the social commitment of the study in Applied Linguistics. Already in the fourth, I examine the curricular plan and identify the abundance of commands related to linguistic analysis, superimposed on the critical work of reading and writing texts. Finally, I present the final considerations in a collection of urgent reflections on working with language and language in the classroom.