THE PORTUGUESE LANGUAGE COMPONENT IN THE THREE VERSIONSBNCC FOR THE FINAL YEARS OF ELEMENTARY SCHOOL

Authors

DOI:

https://doi.org/10.26694/rles.v26i52.3136

Keywords:

BNCC; Língua Portuguesa; Currículo; Teorias linguísticas

Abstract

This article presents the results of the research developed within the scope of the Graduate Program in Curriculum and Management of the Basic School (PPEB/NEB/UFPA) in the line of Basic Education Curriculum, which had as its object of investigation the curricular requirements for the Portuguese Language in the final years of Elementary School, contained in the three versions of the National Common Curricular Base - BNCC (BRASIL, 2015; 2016; 2017). A comparative analysis, Content through Document Research and Document Analysis, revealed the knowledge selected for the component under study, identifying advances, setbacks and permanence in the documents. The category of study of Language Knowledge in this process comprising four subcategories that are presented in the documents: knowledge about the text, knowledge about the genre, knowledge about and knowledge about the different languages. Evidencing that the knowledge selected for the Portuguese language is intrinsically to the enunciative linguistic theories, linked to the interactionist creation of related language. This compromises a commitment to an education project for language teaching, committed to the ability to use language, to the centrality of the text as a work unit and the materialization of knowledge through speech genres. Finally, a discussion developed in the text of this article will contribute to a permanent formation of the search for the Portuguese language to establish a critical reflection of the BNCC, considering the conceptions of language, language and society permeated in the documents in order to enable teachers to work consciously. and critical in the classroom.

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Author Biographies

Ildenê Freitas da Silva Mota, Universidade Federal do Pará

Graduated in Literature from the Federal University of Pará (2013), Specialization in Education, Poverty and Social Inequality from UFPA (2016) and Academic Master's in Curriculum and Management of the Basic School (UFPA), line of research: Basic Education Curriculum . He is currently an assistant in administration at the Federal University of Pará, working mainly on the following topics: educational technology, curriculum policies, Portuguese language curriculum, BNCC.

Genylton Odilon Rego da Rocha, Universidade Federal do Pará

Graduated in Geography (Bachelor and Licentiate) and Pedagogy (Full Licentiate) from the Federal University of Pará. Master in Education (Curriculum) from the Pontifical Catholic University of São Paulo (1996) and Doctor in Geography (Physical Geography) from the University of São Paulo (2001). He carried out a post-doctoral internship at the Institut National de Recherche Pédagogique in France (INRP), developing research activities at the Service d'Histoire de l'Education, from November 2006 to December 2007. Full Professor at the Federal University of Pará , exercising activities in the Graduate Program in Curriculum and Management of the Basic School (Master's) and in the Graduate Program in Education in the Amazon (Doctorate). He is the General Director of the Center for Transdisciplinary Studies in Basic Education at UFPA; SBPC Regional Secretary (Biennium 2017-2019 and 2019-2021); Partner of the Historical and Geographical Institute of Pará (IHGP); member of the Justice and Peace Commission (CNBB Norte II); and Tutor of the PET Interdisciplinary Conexões de Saberes Group.

Irlanda do Socorro de Oliveira Miléo, Universidade Federal do Pará/Campus de Altamira

doctorate degree

Doctorate degree in Education: Curriculum from the Pontifical Catholic University - São Paulo (2013). He holds a master's degree in Education - Public Policy from the Federal University of Pará (2007) and a degree in Pedagogy from the Federal University of Pará/Campus de Altamira (2003). She is an adjunct professor at the Faculty of Ethnodiversity at the Federal University of Pará/Campus Universitário de Altamira and at the Graduate Program in Curriculum and Management at the Basic School (PPEB). He has experience in the area of ​​Education and Social Public Policies, with an emphasis on Curricular Policy and Assessment, working mainly on the following topics: curriculum, education, teacher training, differentiated education.

References

REFERÊNCIAS

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Published

2022-12-27

How to Cite

Mota, I. F. da S. ., Rocha, G. O. R. da, & Miléo, I. do S. de O. (2022). THE PORTUGUESE LANGUAGE COMPONENT IN THE THREE VERSIONSBNCC FOR THE FINAL YEARS OF ELEMENTARY SCHOOL. Languages, Education and Society, 26(52), 113–146. https://doi.org/10.26694/rles.v26i52.3136

Issue

Vol. 26 No. 52 (2022): Dossiê: Que Currículo é a BNCC?

Section

Dossiê Temático

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