A programabilidade da competência argumentativa em diferentes componentes curriculares no ensino fundamental anos finais: análise da proposta da BNCC

Abstract

In this investigation, we focus on the Brazilian National Common Core Curriculum (BNCC) (Brazil, 2018), the current guiding document for Basic Education in Brazil. This document proposes argumentative competence (the seventh general competence) among the general competencies prescribed for all curricular components. In view of this, this research has as its starting point the following question: What proposal for the programmability of argumentative competence in the curricular components Portuguese, English, Science and History is presented by the BNCC for the final years of Elementary Education (Ensino Fundamental)? In order to answer this question, this study aims to investigate the proposal for the programmability of argumentative competence presented by BNCC for the 9th year in the curricular components English language, Science and History, and for the 6th to the 9th year in the Portuguese component. To achieve this objective, we set out to: a) identify the types of skills aimed at argumentative competence in the investigated curricular components; b) compare the skills proposed in the investigated curricular components; and c) analyze how the programmability of the skills in the curricular components presented by the BNCC for the final years of Elementary Education contributes to the development of argumentative competence. Regarding methodology, this research is situated in the field of Applied Linguistics (LA) (Kleiman, 1998; Oliveira, 2019), has a qualitative and interpretive approach, (Moreira; Caleffe, 2008; Silveira; Córdova, 2009), is defined as documentary (Freitas, 2013; Grazziotin; Klaus; Pereira, 2022; Sá-Silva et al., 2009), and is based on Moraes' (1999) content analysis method for selection and analysis of the research corpus. Regarding theoretical framework, this investigation is based on concepts and discussions from three main axes: the first is focused on curricular proposals, curriculum concepts (Sacristán, 2000; Silva, 2008; Silva, 2005) and the theory of Didactic Transposition (Chevallard, 1991, 2001; Petijean; 2008; Rafael, 2001 ), specifically the external one; the second addresses the notion of competence (Macedo, 2002; Perrenoud, 1999, 2000) as well as argumentative competence (Santos; Azevedo, 2019; Ribeiro, 1999); and the third highlights argumentation from Plantin9s (2008) dialogical model, from the discursive perspective (Amossy, 2020; Cavalcante et al., 2020), and in the school context as a teaching/learning object (Leitão, 2011; Pacifico , 2016). From the analysis undertaken, the results point to spiral programmability in the Portuguese and English language curricular components, and linear in the Science and History curricular components. Furthermore, the skills indicate different focuses in the approach to argumentation: in the Portuguese and English Language components, the aim is to help the student learn to argue in different discursive situations; in the Science and History components, the objective is for students to argue to learn about some previously indicated topics.