O eixo análise linguística na bncc: estudo sobre (des)continuidades do documento norteador da educação básica

Abstract

The National Common Curricular Base (BNCC) is the current basic education document for basic education in the country. Throughout the process of preparing the BNCC for Elementary Education (EF), the document had four versions: the first, dated September 16, 2015; the second version was made available on May 3, 2016; the third, dated April 7, 2017; and the fourth version was approved on December 20, 2017. The purpose of this study is to investigate how the Practical Linguistic Analysis (PAL) axis was (re) constructed in the EF BNCC, and, more specifically, to highlight the lines of continuity and discontinuity that this axis presents between the second version (BRASIL, 2016 ) and the approved version (BRASIL, 2017b). This research has theoretical and methodological support in Applied Linguistics. The methodology used is of a qualitative and documentary nature, with an interpretative focus on the PAL axis, of the Portuguese language component. Among the theoretical contributions, some studies can be highlighted: Lino de Araújo (2014, 2017); Franchi ([1987] 2006); Geraldi ([1984] 1997); Mendonça (2006) and Silva (2011), since they are theorists who deal with the Practice of Linguistic Analysis in the school context. The data analysis shows that, in the assumptions of the Portuguese language component of the document, the lines of continuity between the versions of the BNCC studied are situated in textual continuity, demonstrated by mechanisms of reiteration and paraphrase; epistemological continuity, identified in the maintenance of reiterated or paraphrastically presented ideas and concepts; and by documentary affiliation, manifested in the citation of previous curricular documents. When comparing the lines of discontinuities regarding the practice of linguistic analysis present in the BNCC - 2nd and 4th versions, there is a movement to expand the epistemological and structural scope. When analyzing these singularities, it is noticed that each document seems to be a product and part of a conception process of language teaching that, in general, is linked to the contemporary paradigm of that teaching.