SILVA, L. N.; http://lattes.cnpq.br/2503966986996309; SILVA, Leonara Nahyane da.
Résumé:
In this investigation, we focus on the Brazilian National Common Core Curriculum (BNCC)
(Brazil, 2018), the current guiding document for Basic Education in Brazil. This document
proposes argumentative competence (the seventh general competence) among the general
competencies prescribed for all curricular components. In view of this, this research has as its
starting point the following question: What proposal for the programmability of argumentative
competence in the curricular components Portuguese, English, Science and History is presented
by the BNCC for the final years of Elementary Education (Ensino Fundamental)? In order to
answer this question, this study aims to investigate the proposal for the programmability of
argumentative competence presented by BNCC for the 9th year in the curricular components
English language, Science and History, and for the 6th to the 9th year in the Portuguese
component. To achieve this objective, we set out to: a) identify the types of skills aimed at
argumentative competence in the investigated curricular components; b) compare the skills
proposed in the investigated curricular components; and c) analyze how the programmability
of the skills in the curricular components presented by the BNCC for the final years of
Elementary Education contributes to the development of argumentative competence. Regarding
methodology, this research is situated in the field of Applied Linguistics (LA) (Kleiman, 1998;
Oliveira, 2019), has a qualitative and interpretive approach, (Moreira; Caleffe, 2008; Silveira;
Córdova, 2009), is defined as documentary (Freitas, 2013; Grazziotin; Klaus; Pereira, 2022;
Sá-Silva et al., 2009), and is based on Moraes' (1999) content analysis method for selection and
analysis of the research corpus. Regarding theoretical framework, this investigation is based on
concepts and discussions from three main axes: the first is focused on curricular proposals,
curriculum concepts (Sacristán, 2000; Silva, 2008; Silva, 2005) and the theory of Didactic
Transposition (Chevallard, 1991, 2001; Petijean; 2008; Rafael, 2001 ), specifically the external
one; the second addresses the notion of competence (Macedo, 2002; Perrenoud, 1999, 2000) as
well as argumentative competence (Santos; Azevedo, 2019; Ribeiro, 1999); and the third
highlights argumentation from Plantin9s (2008) dialogical model, from the discursive
perspective (Amossy, 2020; Cavalcante et al., 2020), and in the school context as a
teaching/learning object (Leitão, 2011; Pacifico , 2016). From the analysis undertaken, the
results point to spiral programmability in the Portuguese and English language curricular
components, and linear in the Science and History curricular components. Furthermore, the
skills indicate different focuses in the approach to argumentation: in the Portuguese and English
Language components, the aim is to help the student learn to argue in different discursive
situations; in the Science and History components, the objective is for students to argue to learn
about some previously indicated topics.
