Cultura digital, ensino de língua portuguesa e juventudes: a BNCC do ensino médio em foco.

Abstract

This dissertation highlights the relationship between digital culture, Portuguese language and youth, based on what the National Common Curricular Base (BNCC) for High School (MS) proposes. We consider the concept of digital culture as a possibility of interconnections, sharing, digital mechanisms that have been propagating and (re)building dialogic and communicative webs in contemporary society, which has mainly, young people as protagonists. When configuring itself as a mobile, dialogic and recombinant territory, digital culture establishes new structures and forms of social organization, summoning reflections on the educational field, allowing us to investigate how official teaching documents approach this theme. In this context, the present investigation arises from the following research question: how digital culture is present in the discourse of the BNCC of High School, in the area of Languages and its Technologies and in the curricular component of Portuguese Language, facing the demands of youths contemporary? To answer it, the general objective was to investigate the concept of digital culture underlying the guidelines of the BNCC-EM in the area of Languages and its Technologies and for the curricular component of Portuguese Language. In order to meet this general objective, the following specific objectives were established: 1) to identify the concept of digital culture underlying the BNCC-EM; 2) analyze how the BNCC-EM guides the treatment of digital culture in the context of teaching Portuguese; and 3) reveal who the proposal with digital culture at BNCC-EM is aimed at, building links between digital culture and youth. The language theory that guides this research is that of dialogic studies, with assumptions from the Bakhtin Circle (2017, 2016, 2003), Volóchinov (2019, 2018) and popularizers such as Faraco (2009), Santos (2018), Xavier (2020), among others; in addition to studies by Buzato (2016), Ribeiro (2021), Kenski (2012), Lemos (2009a, 2009b), on digital culture, and studies on BNCC from Araújo (2020), Cássio (2019), Coscarelli and Ribeiro (2021), Nascimento and Araújo (2017), among others. The methodology undertaken is characterized as documentary, qualitative and interpretive in nature, in which we conceive the BNCC-EM as a document-monument and concrete statement. The corpus of analysis consists of excerpts from the BNCC-EM text, from the area of Languages and its Technologies and from the curricular component of Portuguese Language. The analysis is organized into three sections aimed at understanding the conception of digital culture underlying the BNCC-EM, how the guidelines are orchestrated and for who they are intended. The data reveal that there is evidence of a conception of digital culture as a language and space for language construction. The treatment of digital culture is offered in the curricular component of Portuguese

language, from the fields of social action, with greater emphasis on the journalistic- media field, to the detriment of the fields of personal life and the artistic-literary. Such

an organization is designed with contemporary youth in mind as dynamic, plural and heterogeneous social categories present in the EM, aimed at training for work and the integral training of subjects, in addition to considering the teachers, who are left with great challenges that reveal modes of conception. and treatment of digital culture within the scope of the MS.