Multi(Letramentos) e curadoria: entre orientações, práticas e livros didáticos de língua portuguesa dos anos finais do ensino fundamental

Abstract

Digital media alter and expand the sócio-discursive spheres and readers are not just consumers, they become content diffusers: they can reframe, enjoy, share, cure what they want to read and see. In this new environment, the production and circulation of information is maximized, which is not always reliable, which we characterize in this research as disinformation. Considering this scope, the National Common Curricular Base – BNCC (BRASIL, 2017), in the Portuguese Language curricular component, referring to the Final Years of Elementary School, prescribes information curation as an object of knowledge. In view of this, the objective of this research is to analyze if the multiliterate curation practices prescribed by the BNCC are appropriated by the Portuguese Language textbook for the Final Years of Elementary School. For this purpose, the research is inserted in the Applied Linguistic field and is theoretically based on the dialogic conception of language (Bakhtin’s Circle); from the perspective of the Multiliteracies Pedagogy of Cazden et al. (1996); Cope and Kalantzis (2009); Kalantzis; Cope; Pinheiro (2020) and New Literacies (new ethos) by Lankshear and Knobel (2006, 2007); Knobel and Lankshear (2014). This research methodology is grounded in a qualitative and interpretive analysis of data and analyzes the prescriptions contained in the BNCC regarding curation present in the Portuguese Language curricular component for the Final Years of Elementary School in dialogue with the LDP. The corpus for analysis is the Collection “Tecendo Linguagens” approved in PNLD 2020 for the Final Years of Elementary School. The analyzes reveal that not all of the multiliterate curation practices prescribed by the BNCC are appropriated by the Collection. Regarding how the LDP proposals contribute to the mobilization of multiliteracies practices and a new ethos (new mentality), it was found that the curation practices proposed in the Tecendo Linguagens Collection do not follow a pattern of progression and only the curation practices that foster the creation and reelaboration of new texts and meanings mobilize these criteria. This research also revealed that the curation practices proposed by the LDP systematize the different genres present in digital environments in a small number, due to the importance of this theme, studies are needed that aim at more expressive advances in relation to the proposals of teaching curation practices at school.