Um olhar para a área de língua portuguesa no ensino fundamental: análise do uso das TDIC na BNCC

Abstract

Over the past few decades, Digital Information and Communication Technologies (TDIC) have been changing the ways to work, to communicate, to relate and learn. In education, TDIC has been incorporated into teaching practices not only to promote learning, but also to support teachers in the implementation of different teaching methodologies. Considering this educational context, the present work, of a bibliographic and qualitative nature, aims to map the proposal for the use of TDICs in the National Common Curriculum Base (BNCC), more specifically in the curricular component of Portuguese Language in the segment of the Early Years of Elementary School. The theoretical reference for the development of this research are anchored in studies on technology and education by Prensky (2012), Kenski (2003), Grispun (2001), Rüdiger (2013), among others. To map the demand for the use of TDIC in the BNCC, we elaborated three analysis criteria, namely: a) the use of digital genres; b) the digital practices triggered; and, finally, c) the digital devices that will need to be mobilized in the proposed pedagogical practice. The results of the analysis reveal that the practices proposed in the BNCC contribute to the expansion of language use capacities and languages by students. We also verified the mobilization of verb-viso-sonorous texts that demand the use of digital technology. Finally, the proposal to work with writing or text production points to language practices related to the interaction and authorship (individual or collective) of the written, oral and multisemiotic text, as well as the emphasis on the use of text, image and audio editing softwares to edit text produced on various media.