O conceito e a proposta de ensino de leitura na Base Nacional Comum Curricular (BNCC): desvelando processos de transposição didática externa.

Abstract

This dissertation aims to collaborate with the studies on reading and didactic transposition, analyzing the didatization of this object of knowledge in a curriculum that will guide public and private schools throughout the country, which is the Base Nacional Comum Curricular (BNCC). Thus, in order to answer the research questions: How is the reading object presented within the enunciative-discursive conception of the language assumed by the BNCC in the final years of Elementary Education? And, what proposal does the teaching of literary reading put forward in the artistic-literary field of the BNCC? The present study aims to analyze the reading object in the BNCC in the final years of Elementary Education, considering the theoretical perspective assumed by the document and the didactic transposition regarding the criterion known as programmability. To do so, we set out to identify how the reading is presented in the perspective underlying the BNCC in the final years of Elementary Education (6th to 9th grade); to describe the proposal of reading instruction by the BNCC for the artistic-literary field, and to infer the reader profile that the BNCC for Elementary Education intends to form. The research methodology used was qualitative-interpretative, since it is open to interdisciplinarity (Signorini, 1998). This research is of a documentary type, since it has as an object of investigation the document (SÁ-SILVA et al, 2009, p.5), which is considered as a cultural instrument socially produced that, when analyzed, will provide data that can contribute to the understanding of the historical moment in which it was produced (CELLARD, 2012). The corpus is made up of the BNCC's parts concerning the Portuguese Language in the Elementary School Years (6th to 9th grade) and the frameworks pertaining the objects of knowledge and skills regarding Reading in the Artistic-Literary Field. In order to understand that Applied Linguistics makes possible an interdisciplinary approach, this research fits in this area and will have as theoretical foundations some concepts of reading (BAKHTIN, 1992; CAFIERO, 2005; FUZA, 2010; GARCEZ, 2000; GOUGH, 1972; KLEIMAN, 1989, 1992, 2004; LEFFA, 1996; KATO, 1985, 1987; MARCUSCHI, 2008, 2011; ROJO; 2000, 2002; TERZI, 1995; SMITH, 1997), and the literature on literary reading (AMARILHA, 2010, AMARILHA E SALDANHA, 2016; AGUIAR, 2007; BORDINI E AGUIAR, 1998; CANDIDO, 2002; COLOMER, 2007; COMPAGNON, 2001; ISER, 1999; KASPARI et. al, 2016; SILVA, 2005; YUNES, 2010), and the study of the pedagogical transposition of teaching and learning (ALBUQUERQUE, 2006; CHEVALLARD, 1991; PETITJEAN, 2008, HALTÉ, 2006; MARANDINO, 2004). The data indicate that, in the theoretical perspective assumed by the document, reading is a complex, interactive, social and discursive activity. The proposal for the teaching of literary reading is put forward by the programmability of diverse genres and through the ever-increasing complexity that aims at the formation of a reader, who is an analyst, a critic and a participant of the practices of reading printed and digital genres.