Dos campos de atividades humanas aos campos de atuação: contribuições bakhtinianas para o ensino de língua portuguesa

In this article, the aim is to analyze and reflect on the Portuguese language teaching based on Bakhtinian contributions, in view of the conception of the fields of human activity (Bakhtin, 2016; Volochínov, 2018). To this end, we trace the possible enunciate connection of federal normative documents, starting with the Parâmetros Curriculares Nacionais (Brasil, 1997; 1998) and Orientações curriculares para o Ensino Médio (Brasil, 2006), to compare the fields of action in the three versions of the Base Nacional Comum Curricular (Brasil, 2015; 2016; 2018). Methodologically, the analysis is based on the understanding of collation, proposed by Geraldi (2012), from the Bakhtinian assumptions. The analysis reveals both continuities and ruptures among the positions taken in these various documents.