O componente curricular de língua inglesa na BNCC e no Currículo Paulista sob o prisma da educação linguística

Abstract

The paper introduces the results of a research that investigated how approached linguistics education is introduced in two different documents: the BNCC and the Paulista Curriculum. Those documents have been current since 2017 and 2019, respectively. It is important that teachers of English know how these documents were built and what pedagogical assumptions direct them. In this perspective, it is understood that, reflecting on their practice, teachers can provide students a critical and reflective learning. The theoretical framework comprises the studies developed by Ferraz (2018), Duboc (2018), Britto (2012), Bagno e Rangel (2005), Bechara (2005), Lomas (2003), Travaglia (2003) e Spolsky (1974) it was discussed perspectives of linguistics education. The research follows a qualitative approach and makes use of a documental analysis, to reach its goal. The results show that although the documents bring and support the idea of teaching focused on linguistics education, in some excerpts, in both documents, the integral training they suggest does not come true.