Rela？？o poder-saber e formas de resistência em documentos educacionais governamentais sobre ensino de língua estrangeira

considering political-educational discourse as a context for power manifestation, this study goal explores the power-knowledge relationship in official educational documents in different government instances where forms of resistance can be spotted. to verify how this relationship is established, two specific curricular documents are analyzed: orienta？？es curriculares para o ensino médio: linguagens, códigos e suas tecnologias (2006), the official curriculum orientations issued by the basic education department (secretaria de educa？？o básica - seb), and proposta curricular do estado de s？o paulo: língua estrangeira moderna-inglês (2008), the official curriculum proposal issued by the department of education of s？o paulo state (secretaria da educa？？o de s？o paulo - see). this study theoretical framework deals with the following concepts: power-knowledge relations, forms of resistance, and truth regimes largely discussed by foucault (1971, 2008), pêcheux (1990), mascia (2002), bertoldo (2003), coracini (2003), gregolin (2004), orlandi (2006), veiga-neto (2007), possenti (2007), and amarante (2009). the analysis of the documents reveals some of their argumentative traces that contribute to the establishment of a truth regime influenced by power-knowledge relations. moreover, results point out conflicting issues between the curriculum orientations and the curriculum proposal concerning theoretical presuppositions and practical guidelines to language teaching and learning.