Dos letramentos aos multiletramentos: uma análise da Base Nacional Comum Curricular de língua portuguesa do ensino fundamental II

Abstract

This dissertation presents an investigation on the insertion of literacy and multiliteracy concepts in the most recent document which guides the teaching of the mother tongue in Brazil, BNCC (2018), more specifically in the Portuguese Language component for Elementary Education II, with a focus on the axes of Reading and Textual Production. The approach of such concepts is configured as an important aspect só that genuine problematizations about the situated practices of reading and writing at school are made possible. The PCN documents (1990), the National Curriculum Guidelines (2010) and the National Education Plan (2014) were considered. These documents and materials, while affecting teacher training and effectively school practices, also emerge as important objects of analysis in the field of applied research, hence the relevance of studying them. It is also considered whether the official teaching documents produced by the state are configured as a prescribed curriculum and how they become an object of discourse, considering their space-time and systemacity. The Theoretical and methodological basis of the research is based on three theoretical anchors: a) perspective of enunciativediscursive language, proposed by the Bakhtin Circle (BAKHTIN, 2016 [1952]; BAKHTIN, 2015 [1975]; BAKHTIN [VOLOCHÍNOV], 2014 [1929]; VOLOCHÍNOV 2017 [1929]); b) Curriculum conceptions (MOREIRA; SILVA, 1994; SACRISTÁN; GOMES, 1998; SACRISTÁN, 2000), and c) studies of literacies (STREET, 2003; KLEIMAN, 1995; SOARES, 1998) and multiliteracies (COPE; KALANTZIS, 2006 [2000/1996]).