Abstract
This paper presents a discursive analysis of Master’s dissertations that address the teaching of Portuguese language in basic education, defended between 2001 and 2017, in different universities of the country. The objective of the research was to evaluate, in the corpus, the underlying discursive regularities, according to Foucault´s conception that every discourse responds to certain conditions of production, to certain operating rules that define what is legitimate as circulation of knowledge that, in turn, will sustain various practices, including scientific practices. Methodologically, our investigation is defined as bibliographic, characterized by procedures that are not limited to the literature review. The results showed that the polemic denial constitutes the discourse analyzed, setting itself in the description and presentation of Portuguese teaching situations that exist only as a scientific creation. For us, these created realities respond to theoretical and methodological conceptions of Portuguese teaching defended by the dissertations analyzed and which are presented as a form of refutation to what was observed in school practices of basic education. Thus, a modus operandi was observed in Master’s dissertations, which address the teaching of Portuguese, whose hallmark is the controversy set by the reiteration of the lack, in the school contexts observed, of situations of language teaching seen as ideals.
Portuguese language teaching; Knowledge production; Discourse analysis