A nova Base Nacional Comum Curricular para o ensino fundamental – BNCC e as tecnologias digitais nas aulas de língua portuguesa com foco no gênero meme.

Abstract

Working with textual genres in the classroom cannot be put in the background due to the intrinsic relationship it establishes with life in society and in interpersonal relationships. In this way, the classes must start from the genres. In addition, the school must always be seeking to meet the demands imposed by society, especially in the current context in which digital technologies are in evidence and present in the daily lives of a large part of the population, especially young people. It is understood, then, the need to consolidate a teaching that does not despise digital technologies when working with textual genres, valuing the formation of students proficient in the various uses of the language, including in virtual environments. In this work, the general objective is to analyze the space reserved for digital textual genres and how they are arranged in the new Base National Common Curriculum for Elementary Education, in order to propose activities based on the gaps and/or presences of the discussion on digital genres in that text. As a methodology, documental research is used, as it is based on the analysis of the most recent curriculum orientation document for Brazilian basic education: the new BNCC. From a theoretical perspective, it focuses on the theory of Textual Linguistics, as well as on the theory of textual genres, especially digital ones, under the reflections of Bakhtin (1979; 2003) Kock (2005), Marcuschi (2002; 2008), Rojo (2015) ), Barton and Lee (2015), Dudeney, Hockly and Pegrum (2016), Silva (2018), among others, who contribute with studies on the topic addressed. It can be pointed out as results the convergences between the paths taken by the BNCC and the paths of contemporary language theorists. Therefore, the progress arising from this area of ​​knowledge is identified, that is, from language studies to the teaching of Portuguese language today, since the new Base for Elementary Education, similarly to the theorists in question, attributes great importance importance of digital technologies in the current context. This was evident by the presence of digital languages ​​and digital textual genres throughout the Portuguese language component at BNCC, with the digital meme genre being one of those that gained greater emphasis. It is also pointed out a gap in the new Base for proposing to work with digital textual genres in a homogeneous way, disregarding the reality of less favored schools. Against Furthermore, in this work, workshops were developed to be worked on in Fundamental II with the digital meme genre, with the option of using memes in print or on digital devices. It is expected that this work will culminate in more contextualized and meaningful classes for students in the final grades of Elementary School.