Progressão e sistematização de saberes sobre a escrita na Base Nacional Comum Curricular - anos finais do ensino fundamental.

Abstract

In the school interface, the process of teaching and learning of elected objects does not occur in a fortuitous way, but guided by a certain curricular provision that guarantees the knowledge that constitutes a certain progression and systematization during the process of schooling. In this direction, it is the general objective of this study to analyze how the progression and systematization of knowledge about writing is occurring in the Common National Curriculum - final years of elementary school, in view of the importance of this public policy document for the national basic education. In a complementary way, we elect as specific objectives: A) characterize the progression and systematization of these knowledge about writing in this period of schooling; b) Describe the disposition of knowledge about writing over the four years of elementary school, final years; c) Demonstrate how these knowledges are methodologically related to each other; and d) Discuss possible implications regarding the teaching and learning of these knowledge for the school context. Theoretically, we support the contributions of several authors who deal with the conceptions and teaching of writing, articulation, progression and systematization of knowledge, among which we highlight: Auerbach (1999), Ivanic (2004), Koch e Elias (2009); Barnechea, Gonzalez e Morgan (1994), Holliday (2006), Dolz e Schneuwly (2004), Kraemer (2012), among others. Methodologically, by recognizing this study inserted in the investigative field of applied linguistics, this research has a qualitative approach of a descriptive-interpretative nature associated with the documental analysis of data. According to the analysis, we found that BNCC characterizes the progression of knowledge about writing from the transition of knowledge about the language, which passes from regularities to irregularities and simple uses to the most complex, although it is not explicit A characterization of systematization. This, in turn, can be conceived from the practice of the teacher in a school situation, thus, it is born and coexists with the progression. This comprehension is reinforced by the disposition and centralization of the textual genres suggested for teaching, specifically in relation to the objects of knowledge that constitute them. In this sense, we note that there is a transition of linguistic-grammatical and textual knowledge/content between the 6th/7th and 8th/9th year in all fields of activity. By proposing the teaching of axes – reading, writing, orality and linguistic/semiotic analysis – by means of an intradisciplinary approach, this document promotes the recognition that, methodologically, writing teaching does not occur in a way isolated, but articulated to the other axes. As a consequence, the knowledge that compete for writing can be conceived by progression and systematization. This result can represent a change in both the teaching approach and the writing evaluation. We hope, therefore, that the teacher promotes didactic situations that privilege writing as a social practice and that explores it from a progressive and systematic approach, whether in the choice of given textual genre and more teaching strategies significant for the student. Thus, the teaching-learning process of writing will enable the expansion of the student's linguistic repertoire, as well as its performance in other institutions that depend on writing for the maintenance of human activities and interactions.