A palavra literária nos documentos curriculares oficiais

This article proposes a reflection on the practice of text production, in the context of the component of Portuguese Language, from the methodological orientation postulated by Geraldi (2009; 2011a; 2011b; 2011c; 2011d), as a point of arrival for didactic activities aimed at the development of language practices. In this sense, the framework of the interlocution process in text production - what to write, for whom to write, how to write, why to write, constitute oneself as an interlocutor and mobilization of strategies to say - is based on the interactionist conception, for Geraldi, it adheres to the dialogic character, distinguishing itself from other monological perspectives that treat language as an external character to the individual or a representation of thought (Koch, 2018; Travaglia, 2009). To this end, we anchor in the discussion about the conception of dialogue, as a dialogue of everyday life and as an intrinsic constituent of secondary genres (Marchezan, 2006), and of dialectics under the philosophical, discursive and textual dimension (Sobral, 2009), articulated to the methodological assumptions explained by Geraldi (2012; 2020) as a comparison, based on a documentary analysis (Lankshear; Knobel, 2008; Lüdke; André, 2018). The curricular documents, such as the Parâmetros (Brazil, 1998) and the Base Nacional Comum Curricular (Brazil, 2018), are placed in dialogue with the proposal of Geraldi (2009; 2011a; 2011b; 2011c; 2011d) on the methodological constitution of the language practices of the development of pedagogical activities, highlighting the approaches and departures. Also articulated in authors such as Cosson (2014) and Cândido (2004), it is also discussed the role of the literary word in critical and humanizing training, as well as the possibilities of literary literacy in the production of authorial texts in the final years of elementary school. From the artistic-literary field of the Base (Brazil, 2018). From the artistic-literary field of the Base (Brazil, 2018), the skills related to the text production axis are examined, pointing out limits and possibilities for practices in the classroom that can make approximations with the literary affiliations discussed in this text. Finally, it is hoped to contribute to the discussions on the final years of elementary school in dealing with the literary word.