Multiletramentos na BNCC do ensino fundamental: proposições nos eixos de leitura, produção de textos e oralidade

Abstract

In this work, we propose to investigate the National Common Curricular Base (BNCC) of Portuguese Language for the Final Years of Elementary School, focusing on the proposal of Multiliteracies. We start from the following investigative question: how is the proposal of Multiliteracies configured in the BNCC of Portuguese Language for the Final Years of Elementary School and, furthermore, what possibilities and directions does the document mobilize with regard to working with multimodal genres? As a general objective, we propose: to analyze the relations between the BNCC and the Pedagogy of Multiliteracies, taking as an analytical focus the axes of reading, text production and orality, aimed at the Final Years of Elementary School. As specific objectives, we seek: a) to interpret the extent to which the theoretical-conceptual bases arising from the Pedagogy of Multiliteracies are placed in the BNCC of Portuguese Language for the Final Years of Elementary School; b) observe the skills related to the axes of reading, text production and orality in terms of possibilities for working with multimodal genres in the Final Years of Elementary School and; c) discuss the implications of the BNCC's multiliteracies proposal with regard to reading practices and production of multimodal genres at school. The theoretical contribution is mainly based on concepts such as literacy (SOARES, 2003; 2004; BUNZEN, 2019), multiliteracies and multimodality (KALANTZIS, COPE, PINHEIRO, 2020; CAZDEN ET AL., 2021; GRUPO NOVA LONDRES, 2021); and textual/discursive genres (BAKHTIN, 2003; ROJO; BARBOSA, 2015 and DIONÍSIO, 2011). As for the methodology, we resorted to the qualitative approach based on interpretivism, using the documentary research procedure. Based on Cellard (2012) and Moraes (1999), we organized the data generation, systematization and analysis procedure. In an attempt to answer our question, as well as to achieve the proposed objectives, we made a selection that includes excerpts from the texts directed to the language area (p. 63-64), the introductory text of the Portuguese Language component (p. 67- 86). The results indicate that the BNCC of Portuguese Language for the Final Years of Elementary School is coated with concepts arising from the Pedagogy of Multiliteracies, although these concepts are not directly associated with the theory of LNG, since the document does not have a specific theory about the notions of multiliteracies and multimodality/multisemiotics. With regard to the skills belonging to the reading, text production and orality axes, the document presents a series of genres that give rise to multiple possibilities for working with multimodality in the Final Years of Elementary School.