SILVA, M. D. P.; SILVA, MARIA DNALDA PEREIRA DA.; http://lattes.cnpq.br/4491488102086195; SILVA, Maria Dnalda Pereira da.
Résumé:
This dissertation highlights the relationship between digital culture, Portuguese
language and youth, based on what the National Common Curricular Base (BNCC) for
High School (MS) proposes. We consider the concept of digital culture as a possibility
of interconnections, sharing, digital mechanisms that have been propagating and
(re)building dialogic and communicative webs in contemporary society, which has
mainly, young people as protagonists. When configuring itself as a mobile, dialogic and
recombinant territory, digital culture establishes new structures and forms of social
organization, summoning reflections on the educational field, allowing us to investigate
how official teaching documents approach this theme. In this context, the present
investigation arises from the following research question: how digital culture is present
in the discourse of the BNCC of High School, in the area of Languages and its
Technologies and in the curricular component of Portuguese Language, facing the
demands of youths contemporary? To answer it, the general objective was to
investigate the concept of digital culture underlying the guidelines of the BNCC-EM in
the area of Languages and its Technologies and for the curricular component of
Portuguese Language. In order to meet this general objective, the following specific
objectives were established: 1) to identify the concept of digital culture underlying the
BNCC-EM; 2) analyze how the BNCC-EM guides the treatment of digital culture in the
context of teaching Portuguese; and 3) reveal who the proposal with digital culture at
BNCC-EM is aimed at, building links between digital culture and youth. The language
theory that guides this research is that of dialogic studies, with assumptions from the
Bakhtin Circle (2017, 2016, 2003), Volóchinov (2019, 2018) and popularizers such as
Faraco (2009), Santos (2018), Xavier (2020), among others; in addition to studies by
Buzato (2016), Ribeiro (2021), Kenski (2012), Lemos (2009a, 2009b), on digital
culture, and studies on BNCC from Araújo (2020), Cássio (2019), Coscarelli and
Ribeiro (2021), Nascimento and Araújo (2017), among others. The methodology
undertaken is characterized as documentary, qualitative and interpretive in nature, in
which we conceive the BNCC-EM as a document-monument and concrete statement.
The corpus of analysis consists of excerpts from the BNCC-EM text, from the area of
Languages and its Technologies and from the curricular component of Portuguese
Language. The analysis is organized into three sections aimed at understanding the
conception of digital culture underlying the BNCC-EM, how the guidelines are
orchestrated and for who they are intended. The data reveal that there is evidence of
a conception of digital culture as a language and space for language construction. The
treatment of digital culture is offered in the curricular component of Portuguese
language, from the fields of social action, with greater emphasis on the journalistic-
media field, to the detriment of the fields of personal life and the artistic-literary. Such
an organization is designed with contemporary youth in mind as dynamic, plural and
heterogeneous social categories present in the EM, aimed at training for work and the
integral training of subjects, in addition to considering the teachers, who are left with
great challenges that reveal modes of conception. and treatment of digital culture
within the scope of the MS.