Abstract:
This master thesis thematizes curriculum and language from the Dialogic Aspects study of the
language teaching mediated by the Bakthinian Circle methodological order, which gives
support to the displacement from the purely linguistic to the essentially discoursive. This
theoretical-methodological outline is investigated in the curricular proposal Right To Learn
(Direito de Aprender), published by the Department of Education of the city of Juazeiro, in
the state of Bahia, and it aims at identifying if those assumptions are present in the official
document, which guides the Portuguese teaching, as well as investigating how this document
is comprehended by teachers and also what its reflections and refractions. We start by the
principle which recognizes the headways in the researches about the bakthinian studies to the
teaching practice, as well as the discoveries on the strategies used by the language users in the
learning process of Portuguese in the school. This research adopts the documental strategy in
the curricular proposition of Juazeiro-BA as a methodological strategy, the application of a
questionnaire for the teachers, as well as visits to the Education Department and Schools, for
the purpose of composing instruments that could support the qualitative analysis in a
bakthinian perspective. The results analysis allowed us to conclude that the curricular
proposition named Direito de Aprender presents evidences of the theoretical basement
proposed by the so widespread bakthinian language theory and by the Circle. However, it
presents a deviation when it proposes a work directed to textual genres instead of discoursive
genres. It clearly opposes itself to the traditional language teaching, but, in the case of taking
its theoretical-methodological option more explicitly, intentionally linked to the dialogic
language studies, it would reveal to the bakthinian teacher what the classrooms need to have
and it would consequently potentialize its results even more.
