Literacies in the National Common Curricular Base (BNCC) of Elementary Education: an analysis of the prescribed educational work
Kaydedildi:
| Yazar: | |
|---|---|
| Yayın Tarihi: | 2020 |
| Materyal Türü: | Master thesis |
| Dil: | por |
| Kaynak: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/341 |
Özet: | 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. |
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| author | Mafra, Gabriela Martins |
| author_browse | Mafra, Gabriela Martins |
| author_facet | Mafra, Gabriela Martins |
| author_role | author |
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| collection | Repositório Comum do Brasil - Deposita |
| contributor_str_mv | Mello, Cláudio |
| dc.contributor.advisor1.fl_str_mv | Mello, Cláudio |
| dc.contributor.advisor1Lattes.fl_str_mv | http://lattes.cnpq.br/4508680567169966 |
| dc.contributor.author.fl_str_mv | Mafra, Gabriela Martins |
| dc.contributor.authorLattes.fl_str_mv | http://lattes.cnpq.br/3172619113089832 |
| dc.date.accessioned.fl_str_mv | 2023-06-07T13:43:20Z |
| dc.date.issued.fl_str_mv | 2020 |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | https://deposita.ibict.br/handle/deposita/341 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.country.fl_str_mv | Brasil |
| dc.publisher.department.fl_str_mv | Universidade Estadual do Centro-Oeste (UNICENTRO) |
| dc.publisher.none.fl_str_mv | Universidade Estadual do Centro-Oeste |
| dc.publisher.program.fl_str_mv | Pós-Graduação em Letras |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Comum do Brasil - Deposita instname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) instacron:IBICT |
| dc.subject.cnpq.fl_str_mv | Lingüística Letras e Artes |
| dc.subject.eng.fl_str_mv | Trabalho prescrito Sociodiscursive Interactionism Prescribed work |
| dc.subject.por.fl_str_mv | Interacionismo Sociodiscursivo Novos letramentos Ensino de Língua Portuguesa New literacies Portuguese Language Teaching |
| dc.title.por.fl_str_mv | Literacies in the National Common Curricular Base (BNCC) of Elementary Education: an analysis of the prescribed educational work |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | 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. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | IBICT-1_765ee1869de47f8e8da60391db0306db |
| instacron_str | IBICT |
| institution | IBICT |
| instname_str | Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| language | por |
| network_acronym_str | IBICT-1 |
| network_name_str | Repositório Comum do Brasil - Deposita |
| oai_identifier_str | oai:deposita.ibict.br:deposita/341 |
| publishDate | 2020 |
| publishDateSort | 2020 |
| publisher.none.fl_str_mv | Universidade Estadual do Centro-Oeste |
| reponame_str | Repositório Comum do Brasil - Deposita |
| repository.mail.fl_str_mv | deposita@ibict.br |
| repository.name.fl_str_mv | Repositório Comum do Brasil - Deposita - Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict) |
| repository_id_str | 4658 |
| spelling | Mello, Cláudiohttp://lattes.cnpq.br/4508680567169966http://lattes.cnpq.br/3172619113089832Mafra, Gabriela Martins2023-06-07T13:43:20Z2020https://deposita.ibict.br/handle/deposita/341This 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.Esta pesquisa tem como objeto de análise as seções que compõem a Base Nacional Comum Curricular (BNCC) do Ensino Fundamental, principalmente: Introdução, Estrutura da BNCC e Etapa do Ensino Fundamental. O objetivo é investigar como os letramentos são propostos na BNCC para o ensino de Língua Portuguesa no Ensino Fundamental, a partir da análise do(s) conceito(s) subjacentes ao documento tanto do ponto de vista teórico quanto dos indícios metodológicos delineados nos objetos de conhecimentos, nas habilidades ligadas aos campos de atuação e nas práticas de linguagem. Para tanto, na fundamentação teórica, expomos a dimensão sócio-histórica do termo e conceito “letramento(s)”, seus derivados (multiletramentos, novos letramentos, novos multiletramentos) e suas especificações (letramento digital, letramento crítico, letramentos sociais), a fim de articular com as possibilidades de ensino de Língua Portuguesa sob essa perspectiva em tempos de Web 2.0. A pesquisa segue os pressupostos da Linguística Aplicada de cunho inter/trans/indisciplinar, é instrumentalizada pela análise documental, e por uma análise discursiva instrumentalizada pelos níveis organizacional e enunciativo propostos pelo Interacionismo Sociodiscursivo (ISD). Os resultados mostram a ocorrência explícita dos termos “letramento”, “letramentos”, “multiletramentos” e “novos letramentos”, e, de forma implícita, de “novos multiletramentos” para contemplar as Tecnologias Digitais de Informação e Comunicação (TDIC). O termo mais recorrente, nas partes teóricas, é “letramentos” para referir-se a uma grande variedade de práticas de linguagem que envolvem, de uma ou de outra maneira, textos/mídias orais, escritas, multissemióticas/multimodais. Nos indícios metodológicos verificamos que em todos os campos de atuação o conceito de letramentos embasa as práticas linguageiras (leitura/escuta, oralidade, produção escrita, análise linguística/semiótica) e prescreve habilidades contextualizadas em práticas sociais situadas na escola, na família, na rua, na comunidade. Essa visão social e cultural de letramentos não é desenvolvida nos PCN (BRASIL, 1997, 1998) e DCE (PARANÁ, 2008). Verificamos que o único eixo a não desenvolver um contínuo, entre as partes teóricas e os indícios metodológicos, é o de oralidade, anos inicias e finais, em alguns campos, uma vez que não há contextualização das ações a serem desenvolvidas, nem exemplificação dos gêneros orais.Sul-1application/pdfapplication/pdfporUniversidade Estadual do Centro-OestePós-Graduação em LetrasBrasilUniversidade Estadual do Centro-Oeste (UNICENTRO)Trabalho prescritoSociodiscursive InteractionismPrescribed workInteracionismo SociodiscursivoNovos letramentosEnsino de Língua PortuguesaNew literaciesPortuguese Language TeachingLingüísticaLetras e ArtesLiteracies in the National Common Curricular Base (BNCC) of Elementary Education: an analysis of the prescribed educational workinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Comum do Brasil - Depositainstname:Instituto Brasileiro de Informação em Ciência e Tecnologia (Ibict)instacron:IBICTTEXTDISSERTACAO GABRIELA MARTINS MAFRA com termo de aprovação.pdf.txtWritten by FormatFilter org.dspace.app.mediafilter.TikaTextExtractionFilter on 2025-06-06T20:15:49Z (GMT).Extracted texttext/plain103216https://deposita.ibict.br/bitstreams/a0cfa1a9-3df0-415d-b521-82280b84d590/download8c72321cc600448e6ff9f47ce222d9d1MD53falseAnonymousREADTHUMBNAILDISSERTACAO GABRIELA MARTINS MAFRA com termo de aprovação.pdf.jpgWritten by FormatFilter org.dspace.app.mediafilter.PDFBoxThumbnail on 2025-06-06T20:15:49Z (GMT).Generated Thumbnailimage/jpeg2721https://deposita.ibict.br/bitstreams/1dc11a93-ae57-4294-a24f-dfc1f158c92b/downloadf15afb147786871d205bd86379ba0478MD54falseAnonymousREADLICENSElicense.txtWritten by org.dspace.content.LicenseUtilstext/plain; 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| spellingShingle | Literacies in the National Common Curricular Base (BNCC) of Elementary Education: an analysis of the prescribed educational work Mafra, Gabriela Martins Trabalho prescrito Sociodiscursive Interactionism Prescribed work Interacionismo Sociodiscursivo Novos letramentos Ensino de Língua Portuguesa New literacies Portuguese Language Teaching Lingüística Letras e Artes |
| status_str | publishedVersion |
| title | Literacies in the National Common Curricular Base (BNCC) of Elementary Education: an analysis of the prescribed educational work |
| title_full | Literacies in the National Common Curricular Base (BNCC) of Elementary Education: an analysis of the prescribed educational work |
| title_fullStr | Literacies in the National Common Curricular Base (BNCC) of Elementary Education: an analysis of the prescribed educational work |
| title_full_unstemmed | Literacies in the National Common Curricular Base (BNCC) of Elementary Education: an analysis of the prescribed educational work |
| title_short | Literacies in the National Common Curricular Base (BNCC) of Elementary Education: an analysis of the prescribed educational work |
| title_sort | Literacies in the National Common Curricular Base (BNCC) of Elementary Education: an analysis of the prescribed educational work |
| topic | Trabalho prescrito Sociodiscursive Interactionism Prescribed work Interacionismo Sociodiscursivo Novos letramentos Ensino de Língua Portuguesa New literacies Portuguese Language Teaching Lingüística Letras e Artes |
| url | https://deposita.ibict.br/handle/deposita/341 |