ABSTRACT:

This article aims to present an analysis of the didactic transposition of referential cohesion in the BNCC, in order to provide an understanding of this object in the context of the pedagogy of competences and the conception of language postulated in the document, as well as the psycholinguistic and psychopedagogical aspects that such conceptions of education and language present. The analysis assumed the following theoretical-methodological assumptions: a) didactic transposition is an epistemological, political and technical process carried out by the specific didactics of disciplines in constant dialogue with scientific disciplines and educational policies; b) the concept of competence adopted in the document imposes the adoption of a perspective of language as action and of subjects as actors who act in a situated way, making their autonomy understood as relative; c) in the pedagogy of competences, which guides the educational project of BNCC, the curriculum is structured from the notion of reference social practices, around which textual genres and language skills are selected, distributed in the four structural axes of the Portuguese Language: reading, orality, linguistic/semiotic analysis and textual production; d) the pedagogy of competences demands a new theory of contents based on psychological theories of human development. Given this set of assumptions, it was concluded that BNCC’s option to present the contents under the generic label of skills makes it difficult to visualize the conceptual, procedural and attitudinal contents related to referential cohesion and opens up an important field of research on the didactic transposition of this object of knowledge.

KEYWORDS:
referential cohesion; didactics of Portuguese language; pedagogy of the competences; pedagogical transposition