In this article, we seek to elucidate, from the reading of the programs curriculum Brazilian - National Curriculum152 Parameters (PCNs) and Portugal Portuguese - Program - Courses scientific, humanistic and technological (10 ̊, 11 ̊ and 12 ̊ years), the form how these documents articulate their discourses with regard to the teaching of Portuguese Language and Literature, aiming to demonstrate which are the theoretical relationships between them, that is, as such documents are positioned from the standpoint of oral and written language training of students and that have implications taken in the classroom. Refers so to the theory of Mikhail Bakhtin, the specialized studies in the curriculum (from Brazil and Portugal) and the problem of speech genres, literary and textual. It follows a study into two parts: a diachronic presentation of the teaching of Portuguese language in both countries and the presentation and analysis of PCNs, in the case of Brazil and Portuguese-Program Courses scientific, humanistic and technological (10 ̊, 11 ̊ and 12 ̊ years) in Portugal.