Pluralidade cultural nos parâmetros curriculares nacionais: uma diversidade de vozes

The main object of this paper is a reflection on the meanings attributed to cultural plurality in the cross-curricular themes of the National Curricular Parameters (PCNs). As theoretical framework, we used Bahktin´s dialogic approach (Bakhtin, 2003; 2004) and Authier-Revuz (1982; 1998) and Maingueneau´s (1997; 2002) enunciative approach. In order to analyze the discourses and meanings which build the main theme of the cultural plurality in the PCNs, we used the concept of shown heterogeneity developed by Authier-Revuz (1982; 1998). Among different types of manifestations of shown heterogeneity, we studied the autonymous modalisation, more specifically the use of the quotation marks, which reflects the diversity of the voices which constitute the enunciations and which is an important analytical category in enunciation studies. This research leads to the conclusion that in the corpus there is no reference of any kind to cultural ambiguity and to any historically relation between groups or individuals.