This paper aims at verifying how the Foreign Language Minimum Curriculum elaborated by the Educational Department of the State of Rio de Janeiro, in its 2012 version, re-signifies the epistemological perspectives outlined by the National Foreign Language Curricular Parameters (Fundamental Education), in general, and the socio-historical theory of language and teaching-and-learning, in particular. For this purpose, the contents and skills indicated by the Minimum Curriculum for the four bimesters of the ninth grade were analyzed from an interpretive research methodology view and under the perspective of an indisciplinary, critical and socially relevant Applied Linguistics.
official documents; curriculum; teaching-and learning
