Linguistic analysis skills in the Portuguese Language component of the BNCC for high school: an analysis from the viewpoint of Systemic-Functional Linguistics

Abstract

This research analyzes the skills of Portuguese Language curriculum component, considering the nature of the processes (cognitive processes), the nature of the participants (objects of knowledge) and the circumstances (learning context) by the transitivity system of Systemic-Functional Linguistics. For this, we reviewed the concepts and principles of the language practice called Linguistic Analysis Practice (Geraldi, 1997; 2011 [1984]; Franchi, 1992 [1987]) and the foundations of Systemic-Functional Linguistics (Halliday & Matthiessen, 2014) guiding the analysis. The universe is constituted by the Common National Curricular Base for High School, specifically by the sections dedicated to the curricular component Portuguese Language, and the corpus comprises 11 skills that contemplate the practice of linguistic analysis. The results show that most skills are formed by cognitive mental processes, which can lead to teaching and learning processes that are not very focused on social action; by objects of knowledge that are not very varied, which weakens the proposal of curricular complexification and flexibility; by modifiers that prioritize circumstances of medium and purpose, resulting in a structure that largely erases the learning contexts focused on texts and discursive genres.