O ensino de escrita segundo a BNCC: transposição didática e proposta curricular para o ensino fundamental.

Abstract

Regulatory documents are designed to guide education systems, directing the activities to be carried out by educational institutions and professionals. Among the documents already produced in Brazil, we have the National Curricular Parameters (PCN), the Curricular Guidelines for Secondary Education (OCEM), the National Education Plan (PNE), among others. Currently, the regulatory document which is at the heart of the discussions about education in Brazil is the National Curricular Common Base (BNCC), due to its recent elaboration. The version for Elementary School was started in 2015, completed and approved by the Ministry of Education (MEC) in December 2017. It is a normative document that should be used in the elaboration of the curricula of state and municipal schools, public and private. In this sense, considering the relevance of the BNCC for Brazilian education, the present research has as general objective to investigate the theoretical and methodological orientations presented by the BNCC for the teaching of writing. In relation to the specific objectives, we have: (1) To identify the writing conception (s) present in the BNCC and (2) To analyze the proposal of programmability for writing as the object of knowledge (Text Production axis) during the final years of Elementary School. This is a qualitative and documentary research (MOREIRA; CALEFFE, 2008). Therefore, the corpus of analysis is the BNCC of Elementary School, whose research curriculum is the Portuguese Language curriculum component. In order to handle the analysis, we support the studies on Writing (KOCH, ELIAS, 2009, BONINI, 2002, PASSARELLI, 2004, KATO, 1986, GERALDI, 1997, 2006, DOLZ ET AL, 2010), Curriculum (MACEDO, 2012; SILVA, 2013) and Didatic Transposition (CHEVALLARD, 1991; LEITE, 2007; PETITJEAN, 2008; RAFAEL, 2001; MARANDINO, 2004). The results indicate that in the BNCC the teaching of writing is a complex activity, focusing on the interaction, with a special emphasis on the multimedia and multisemiotic genres, having the student writer as a future digital influencer. As for programmability, the teaching of this object of knowledge is based on the criterion known as "amplification of textuality".