Textual production in high school English curriculum: analysis of the common national curriculum base and nationalcurricular parameters

Abstract

The present work, whose theme is based on the textual production in the English curriculum of High School, aimed to analyze what are the requirements imposed by the curricular documents, in force, treat the teaching of the English language for the textual production. To this end, a bibliographic study was carried out onthe function and importance of curricula, emphasizing that they have a guiding role for a development in the teaching process. The documentary corpus (BARDIN, 2011) of the research was formed by the National Curricular Parameters (PCNs) and by the National Common Curricular Base (BNCC), we base our analysis, with regard to curriculum, on Ireno Antônio Berticelli (2003), Barbosa Moreira and Tomaz Tadeu da Silva (2008) and, in relation to the teaching of the English language, we are guided by the research ofJeremy Harmer (2007) and Henry Widdowson (2020). Thus, we infer that the curricula present directions consistent with the approaches recommended by the authors, as these documents demonstrate possible guidelines for improving the teaching and learning of students. We conclude, therefore, that the core of the issues that involve learning difficulties in the school environment is in the execution of the proposed referrals and not in the curricular content.