<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592021000107013</article-id>
<article-id pub-id-type="doi">10.18593/r.v46i.23935</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino de língua portuguesa: das propostas e parâmetros à Base Nacional Comum Curricular]]></article-title>
<article-title xml:lang="en"><![CDATA[Portuguese language teaching in Brazil: from curricular proposals and parameters to the National Common Curricular Basis]]></article-title>
<article-title xml:lang="es"><![CDATA[La enseñanza de la lengua portuguesa en Brasil: de las propuestas y los parámetros curriculares a la Base Curricular Común Nacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pietri]]></surname>
<given-names><![CDATA[Emerson de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592021000107013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592021000107013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592021000107013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este trabalho tem como objetivo observar as proposições curriculares oficiais para o ensino de língua portuguesa na escolarização básica em função das condições políticas, econômicas e ideológicas em que os documentos foram produzidos. A análise referenciada em perspectiva discursiva de linha francesa evidencia as rupturas com a memória histórica que se estabeleceram no momento da produção Base Nacional Comum Curricular, em sua relação com políticas curriculares propostas no país em períodos anteriores. Nas condições de produção que se configuraram, e do modo como se configuraram, quando da publicação da BNCC, o processo de aprendizagem foi submetido a princípios de reconhecimento de valores e de controle dos comportamentos, em oposição à concepção de sujeitos ativos e/ou cooperativos que caracteriza os projetos formativos nas proposições curriculares para o ensino de língua portuguesa produzidas nas décadas finais do século XX no país.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This work aims to characterize the political, economic and ideological conditions in which the official curricular propositions for Portuguese teaching in basic schooling were produced. The analysis, referenced in a French discursive perspective, shows the historical rupture that was established at the time when the Common National Curriculum Base was produced, in relation to the curricular policies proposed in the country in previous periods. In the production conditions that were established when the National Common Curricular Basis was published, and in the way they were established, the learning process was subjected to principles of recognition of values and control of behaviors, in opposition to the conception of active and / or cooperative subjects that characterizes the formative projects in curricular proposals for Portuguese teaching produced in the last decades of the twentieth century in Brazil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este trabajo es caracterizar las condiciones políticas, económicas e ideológicas en las que se basan las propuestas curriculares oficiales para la enseñanza del portugués en la educación básica. El análisis, basado en la perspectiva discursiva francesa, muestra la ruptura histórica que se estableció en el momento de la elaboración de la Base Curricular Nacional Común, en relación a las políticas curriculares propuestas en el país en períodos anteriores. En las condiciones de producción que entonces se configuraron, y cómo se configuraron, en la Base Curricular Nacional Común el proceso de aprendizaje se sometió a principios de reconocimiento de valores y control de conductas, en oposición a la concepción de sujetos activos y / o cooperativos que caracteriza a los proyectos formativos en las propuestas curriculares para la enseñanza del idioma portugués producidos en las últimas décadas del siglo XX en Brasil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Base Nacional Comum Curricular]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[Análise do Discurso.]]></kwd>
<kwd lng="en"><![CDATA[National Common Curricular Basis]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[Discourse Analysis.]]></kwd>
<kwd lng="es"><![CDATA[Base Curricular Nacional Común]]></kwd>
<kwd lng="es"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="es"><![CDATA[Análisis del discurso.]]></kwd>
</kwd-group>
</article-meta>
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