Tendências enunciativas e discursivas na disciplinarização da língua portuguesa.

Abstract

The study discusses the nuances of the enunciative-discursive theoretical scope and its influence on the contemporary teaching of the Portuguese language, from the formulation of teaching objects, by authors of Portuguese textbooks, in their affiliation to fields of post structuralist linguistic studies. In the analysis, the didactic transposition and recontextualization of reference knowledge of two main lines of discourse analysis, in the Brazilian context, Discourse Analysis and Dialogic Discourse Analysis, is observed, from which the theoretical affiliation of the authors of the didactic works analyzed is perceived and the determination of these theoretical places in the composition and proposition of teachable objects about the language in use. In an attempt to apply theoretical concepts in textbooks, a paradigm shift can be noted in the constitution of the discipline and its history, originating in linguistic policies and official instructions in which objects, objectives and teaching methodologies seek to adapt to epistemological principles of enunciative and discursive perspectives.