English as a Lingua Franca in the field: reflections and refractions in the BNCC
DOI:
https://doi.org/10.5007/2175-795X.2023.e92461Keywords:
BNCC, English as a Lingua Franca, Curricular Field, Basic EducationAbstract
The curricular subject “English Language” of the 3rd version of the National Common Core Curriculum - Elementary/Secondary Education (BNCC), published in 2017, is based on the concept of English as a Lingua Franca (ELF) (BRASIL, 2017b). However, this term was not present in the previous versions of the document, since the previous subject was “Modern Foreign Language”, not just “English.” The abrupt decision that made English the one compulsory foreign language in Brazilian Basic Education and the emergence of the ELF concept in the last version of the BNCC has given the impression that ELF appeared in the document almost incidentally (DUBOC, 2019). Departing from an MA research (ROSA, 2021), this paper aims at developing a genealogical exercise to analyze how the ELF concept appeared in the BNCC. Inspired by Ginzburg’s (1989) evidential paradigm, we adopt an interpretative method to explore details, as we seek for revealing clues, evidence and traces. We intend to identify the agents, the driving forces and the struggles that operated in the curricular field (BOURDIEU, 2004). This is to be done through the analysis of the social and political context of the period when the publication of BNCC took place, of the curricular subject English, and of the critical reviews made for the Ministry of Education by specialists in the area. The analysis suggests that, depending on the perspective we adopt, the inclusion of ELF in the BNCC was indeed abrupt, but also intentional, in order to refract the standardizing nature of such educational policy.
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