Discursos sobre a língua portuguesa em sistemas de ensino adotados por escolas particulares e públicas

Abstract

This study, in the field of Letters, more precisely, in the polemic space formed by the grammar discourse (GD) and linguistic discourse (LD), aimed at signifying the Portuguese language put into circulation in course booklets created by the Positivo Group for Elementary II students. Thus, the corpus was constituted from files of course booklets of two systems: Positive Teaching System (Sistema de Ensino Positivo), adopted in private schools, and Brazil Learning System (Sistema de Ensino Aprende Brasil), adopted in public schools, produced between 2008 and 2012, after Brazilian National Curriculum Parameters (PCNs) implementation, which made official the change of the teaching paradigm based on grammar tradition for the teaching paradigm based on knowledge produced by linguistics, specially, by sociolinguistics. Both systems are used in schools of Mato Grosso. The general objective of the study was to grasp the discursive positions on Portuguese linguistic heterogeneity, updated in formulations present in course booklets addressed to Elementary II students from private and public schools. The specific objectives were: (i) to disentangle what the play of discursive entangled in the interdiscourse utterances say of the Portuguese language used in the course booklets taken as study object; (ii) to understand if the images that are made of the private school clientele, on the one hand, and of the public school, on the other, govern the production of the course booklets didactic material used in Portuguese language classes; (iii) to discuss the linguistic education paradigm reiterated by the study of the Portuguese language through such teaching systems course booklets. The corpus comparative reading was guided by classical notions of French discourse analysis: discourse, discursive formation, interdiscourse, discursive memory, subject, polemic and simulacrum. The analysis revealed that both systems, when are directed to teachers, adhere “closely” to the paradigm made official by PCNs, a paradigm backed by the LD, but, when it is directed to students, they return to the paradigm backed by the grammar DG, although it is done in an euphemized way, indicating a discomfort in having to divide the space with the LD, a combative opponent in contemporaneity.