O eixo análise linguística/semiótica na BNCC: a natureza dos objetos de conhecimento para os anos finais do ensino fundamental.

Abstract

In this essay, it is approached the axis Linguistic/Semiotics Analysis (L/S A) in the Base Nacional Comum Curricular (BNCC) from the knowledge objects and their respective skills. Thus, the purpose to answer the research question is: What is the nature of the knowledge objects of the Linguistic / Semiotic Analysis (L/ S A) axis in the BNCC in the Final Years of Elementary School (FY-ES)? It is proposed as a general aim: to investigate the nature of the knowledge objects of the L/S A axis presented at the BNCC for the Final Years of Elementary School (FY-ES). As specific purposes, it is expected: (I) infer from the studied literature the approach of nature of knowledge object of (L/S A); (II) Identify in the BNCC the nature of the L/S A axis knowledge objects in FY-ES, (III) Unveiling the L/S A axis learning proposal at BNCC (FY-ES). The methodology used in this essay is characterized as of qualitative and interpretative nature, within a critical and it is not related to an only discipline, for this reason is undisciplinar Applied Linguistics, (MOITA LOPES, 2001), through a documented research (LE GOFF, 1997; CELLARD, 2008). The main theoretical subsidies are curriculum concepts (MOREIRA, 1999; SILVA, 2017; MACEDO, 2018) and the combined concepts that underlie the BNCC: knowledge objects (SACRISTAN, 1998; LINO DE ARAÚJO, 2014), skills and abilities (PERRENOUD, 1999). To carry out the analysis, It relies on studies on linguistic analysis (GERALDI, 1984; MENDONÇA, 2006; BEZERRA e REINALDO, 2013) and semiotics, in the social and multimodal bias (HODGE e KRESS, 1988; KRESS e LEEUWEN, 2001; DIONÍSIO, 2014) with a view to achieving the defined objectives. The corpus of analysis was taken from the Portuguese Language of BNCC, Elementary School - Final Years, whose research focuses on the knowledge objects and their skills of the Linguistic / Semiotic Analysis axis, from the analytical categories, namely textuality, discursivity, grammaticality and multimodality. The results indicate that the work with linguistic analysis is configured as a pendulum movement, between tradition and innovation, at BNCC: sometimes it will propose a learning of the structural aspects of language; sometimes it will propose a learning focused on the aspects of textuality. On the other hand, semiotics do not appear in an evident form, in transverse knowledge objects, that is, this area does not occupy a prominent place next to linguistic analysis, in relation to this pendulum movement.