The The conception of language in the training of maternal language teachers from the early years of fundamental education:

what do official documents orient?

Abstract

This article deals with the conception of language contemplated in the National Common Curricular Base - BNCC, in the National Curriculum Parameters - PCN, and the orientation of these documents in the teaching of mother tongue. The objective of the research was to identify which language conception is assumed by these documents and what their orientation is in the teaching of mother tongue aimed at the initial years of basic education. The research is qualitative, since the data obtained were analyzed in the light of theoretical conceptions that defend the teaching of the mother tongue from the understanding that language teaching needs to be guided in the perspective of language as interaction; it is documentary because it is a research that has as corpus two documents of curriculum guidance that were analyzed from new perspectives of teaching and learning; and it is bibliographic because it was intertwined by the literature review on the theories that comprise the conception of language that is presented in those documents. As a result, we obtained the understanding that the two documents assume the same conception of language, that is, language as interaction. However, BNCC presents new perspectives on language, expanding the discussion on how it presents itself in the current context, in which it is full of multimodal and multisemiotic texts.