Abstract: Considering the conception of language that permeates educational documents, especially in relation to one of the axes defined therein, the focus of our investigation, based on the theoretical assumptions arising from French Discourse Analysis, in this article, we problematize the way in which the orality axis is discursivized in two official documents: National Curricular Parameters (PCN) and National Common Curricular Base (BNCC), with emphasis on the guidelines for High School. Our corpus consists of five discursive excerpts selected from the respective archives. In order to understand the discursive functioning of these significant materialities that guide the country's education, we detail the historical path of these documents, emphasizing their conditions of production, and we present the discursivities about orality present in these materialities, taking into account that, both the PCN and the BNCC, a conception of language is defended as a socio-interactionist and dialogic practice, respectively.