Passive clauses and discursive strategies: about Portuguese language curriculum in K12

Abstract

Regarding all proposed reforms to the conceptual structure of Brazilian education, high school - final part of the basic education - is not subject to many changes concerning the curricular framing of the discipline “Brazilian Portuguese and Brazilian Literature”. This paper analyses this discipline as a unity formed by three indivisible areas (grammar description, text production and literature), involved in a single project of literacy leaded by discursive purposes. By way of argumentative demonstration, a study of passive structures under different descriptive intentions is presented.

Keywords

• Curriculum
• high school
• grammar description
• passive structures