ABSTRACT
This text exposes the paths of methodological construction and theoretical foundation of comparative writing, on the one hand, closer to the broader sense of language, that is, the author and the critical reader in the sense of the discourses; on the other, oriented by comparison, in the methodological sense. To this end, it works with part of the intellectual production of critics elected on the Common National Curriculum Base, of 2017, to inventory the thematic, theoretical, methodological, and political diversity through which the authors register their inquiries, point out discussions and set analysis goals, which per se constitutes a complex undertaking. In view of this, he writes critiques capable of decoding the production of meaning for/in the curricular field, linked to an economy of symbolic exchanges, characterized by a logic governed by the social conditions of production, which respond to the symbolic effectiveness of school communication.
KEYWORDS
comparison; writing; Common National Base; dialogism