Literacies in the National Common Curricular Base (BNCC) of Elementary Education: an analysis of the prescribed educational work

Abstract

This research has as its object of analysis some sections contained the National Curriculum Common Base (BNCC) of fundamental education, mainly those of the: Introduction, Structure of BNCC and Stage of Elementary Education. The objective is to investigate how literacies are proposed in the BNCC for the teaching of Portuguese in elementary school, based on the analysis of the concept (s) underlying the document, both from the theoretical point of view and from the methodological evidence outlined in the objects of study. knowledge, skills related to the fields and language practices. For this purpose, in the theoretical foundation, we expose the socio-historical dimension of the term and concept “literacy (s)”, its derivatives (multi-literacy, new literacy, new multiliteracy) and its specifications (digital literacy, critical literacy, social literacies), in order to articulate with the possibilities of teaching Portuguese language from this perspective in times of Web 2.0. The research is based the assumptions of Applied Linguistics of an inter/trans/indisciplinary nature, it is instrumentalized by document analysis and by the textual discursive analysis instrumentalized by the organizational and enunciative levels proposed by Sociodiscursive Interactionism (ISD). The results reveal the explicit occurrence of the terms "literacy", "literacies", "multiliteracies" and "new literacies", and, implicitly, of "new multiliteracies" to contemplate Digital Information and Communication Technologies (TDIC). The most frequent term, in the theoretical parts, is "literacies" to refer to a wide variety of language practices that involve, in one way or another, oral, written, multisemiotic /multimodal texts/media. In the methodological evidence, we verify that in all fields of assessment the concept of literacies is based on underlies language practices (reading/listening, orality, written production, linguistic / semiotic analysis) and prescribes skills contextualized in social practices located at school, in the family, on the street, in the community. This social and cultural vision of literacies is not developed in the PCN (BRASIL, 1997, 1998) and DCE (PARANÁ, 2008). We verify that the only guideline that does not develop a continuous, between the theoretical parts and the methodological evidence, is that of orality, beginning and ending years, in some fields, this occurs because there is no contextualization of the actions to be developed, nor the exemplification of oral genres.