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The National Common Curricular Base (BNCC, 2016) emerges as a result of a discussion about the need for a common curriculum for the country and proposes for each area of knowledge the contents that should compose the curricula of the schools. Thus, taking into account the area of Languages and the discipline of Portuguese Language, we can see that theoretical options are made during the elaboration of this document, however they are not indicated. For this reason, this paper focuses on the (de)-construction (Le Goff, 1997) of the conceptual and structural architecture of this second version of the document at the secondary level. Based on documentary research, based on a qualitative-interpretative basis and situated in the critical-collaborative field of Applied Linguistics (LA), we sought to investigate Didactic Transposition (Chevallard, 2001), namely, the passage from scientific knowledge to scholarly knowledge, which (re)-defines teaching objects. Therefore, it is important to forcefully unveil the theoretical configuration that emanates from this document as well as the implications for teaching. For this investigation, we rely on the theory of Didactic Transposition, Chevallard (2001, 1991), Leite (2007), Marandino (2004); Textual Linguistics, Bentes (2004), Brait (2016), Koch (2009); plus Curriculum Studies, Silva (2005), Macedo (2012) and Moreira (2009), to analyze the concept of textual production in this document. The results point to the erasure of theoretical affiliations and a conceptual inaccuracy, which may lead to reading complications. In addition, there is a recurrent link to the grafocentric notion of text, resulting in a less pedagogical view of the teaching object in question. [ABSTRACT FROM AUTHOR]