PEREIRA, P. R. F.; http://lattes.cnpq.br/6349705374050450; PEREIRA, Paulo Ricardo Ferreira.
Resumen:
In the school interface, the process of teaching and learning of elected objects does not occur
in a fortuitous way, but guided by a certain curricular provision that guarantees the knowledge
that constitutes a certain progression and systematization during the process of schooling. In
this direction, it is the general objective of this study to analyze how the progression and
systematization of knowledge about writing is occurring in the Common National Curriculum
- final years of elementary school, in view of the importance of this public policy document for
the national basic education. In a complementary way, we elect as specific objectives: A)
characterize the progression and systematization of these knowledge about writing in this period
of schooling; b) Describe the disposition of knowledge about writing over the four years of
elementary school, final years; c) Demonstrate how these knowledges are methodologically
related to each other; and d) Discuss possible implications regarding the teaching and learning
of these knowledge for the school context. Theoretically, we support the contributions of
several authors who deal with the conceptions and teaching of writing, articulation, progression
and systematization of knowledge, among which we highlight: Auerbach (1999), Ivanic (2004),
Koch e Elias (2009); Barnechea, Gonzalez e Morgan (1994), Holliday (2006), Dolz e
Schneuwly (2004), Kraemer (2012), among others. Methodologically, by recognizing this study
inserted in the investigative field of applied linguistics, this research has a qualitative approach
of a descriptive-interpretative nature associated with the documental analysis of data.
According to the analysis, we found that BNCC characterizes the progression of knowledge
about writing from the transition of knowledge about the language, which passes from
regularities to irregularities and simple uses to the most complex, although it is not explicit A
characterization of systematization. This, in turn, can be conceived from the practice of the
teacher in a school situation, thus, it is born and coexists with the progression. This
comprehension is reinforced by the disposition and centralization of the textual genres
suggested for teaching, specifically in relation to the objects of knowledge that constitute them.
In this sense, we note that there is a transition of linguistic-grammatical and textual
knowledge/content between the 6th/7th and 8th/9th year in all fields of activity. By proposing
the teaching of axes – reading, writing, orality and linguistic/semiotic analysis – by means of
an intradisciplinary approach, this document promotes the recognition that, methodologically,
writing teaching does not occur in a way isolated, but articulated to the other axes. As a
consequence, the knowledge that compete for writing can be conceived by progression and
systematization. This result can represent a change in both the teaching approach and the
writing evaluation. We hope, therefore, that the teacher promotes didactic situations that
privilege writing as a social practice and that explores it from a progressive and systematic
approach, whether in the choice of given textual genre and more teaching strategies significant
for the student. Thus, the teaching-learning process of writing will enable the expansion of the
student's linguistic repertoire, as well as its performance in other institutions that depend on
writing for the maintenance of human activities and interactions.
