The programmability of the oral skills axis in the Brazilian National Common Core Curriculum and in the Paraíba State Curricular Proposal:

forms of didactic (re)organization

Abstract

This research paper aims to identify the (dis)continuities presented in the didactic (re)organization (programmability) of the oral skills axis in two documents: the Brazilian National Common Core Curriculum – BNCC (Brazil, 2018) and the Paraíba State Curricular Proposal – PCEP (Paraíba, 2018), both referring to basic education (8th and 9th grades). Methodologically, this is a qualitative documentary study situated in the applied field of language studies. Theoretically, we align ourselves with three branches of study, namely: Curriculum Studies as a field and object (Lopes; Macedo, 2011; Silva, 2005, 2006); Studies on Didactic Transposition between conceptualizations and theoretical interfaces (Chevallard, 1991, 2013; Petitjean, 2008; Leite, 2004); and Studies on Oral Skills as an object of study and teaching (Leal; Gois, 2012; Magalhães, 2007; Marcuschi, 2001, 2008), among other authors. The results indicate, based on the comparison of the aforementioned documents, that the process of didactic transposition has operated several transformations: mixing, summarizing, paraphrasing and redistribution movements. This rhizomatic process that crosses the national and the Paraíba state curricula reveals a diffuse programmability in both, a factor that can be an ally and, at the same time, a complicating factor for teachers, the main interlocutors of these documents.