Leitura da BNCC: reflexões sobre práticas de letramento humanizador no componente curricular língua portuguesa

Abstract

The present work makes a documentary analysis, in which the subject requires discussions and reflections on the “competences” to be developed in the teaching of Portuguese Language proposed by the National Common Curricular Base (BNCC), a base document for all Education in the country. It is questioned whether these competences provide teaching practices that enable the exercise of citizenship, from a humanizing perspective, that is, teaching that aims pedagogical practices in the classroom that provide interaction between the contents and the social aspects of the individuals in the collective life. In this perspective, it is a linguistic- discursive analysis of the document, which is important to reflect on theories and teaching practices, considering life, the plurality of lives; to understand if this praxis contemplates diversity. To develop this study, it was necessary to investigate what the BNCC proposes, dialoguing with what some scholars argue about the Brazilian educational scenario, in na attempt to expose possibilities for action to improve what is currently being developed in the Portuguese class. For the development of the research it was pertinent to work directly with the concept of literacy, specifically “humanizing literacy”, based on the ideas of kleiman (1995). Other studies were also cited, such as those by Santos Filho (2008; 2012), Rojo (2009), Matos (2014) and Magda Soares (2004, 2020), among others, on the teaching processes and the contexts in which present the methodologies used for the development of learning. In view of the approaches and research, it was possible to show several possibilities to enhance the methodologies in Basic Education, making it more reduced in terms of social formation, in addition to the efficiency in the treatment of the contents, because BNCC offers us support to carry out this work, aligned to some complementary actors, such as initial teacher training, continued teacher training, as long as the implementation of the Base is planned to expand practices until we reach the required transformations.