Desbravando os mares da Base Nacional Comum Curricular: a prática de análise linguística

Abstract

The National Common Curriculum Base (BNCC), published in 2018, guides the entire Basic Education in Brazil, based on a set of learning experiences considered essential for students. In the scope of the Portuguese Language component, during the final years of Elementary Education, the BNCC ( BRAZIL, 2018) recommends that language studies should not be taken as an end in itself, but rather "be involved in reflective practices that allow students to expand their use of language skills in situated practices" (BRAZIL, 2018, p. 69). Therefore, given the importance of investigating this document, we aim to analyze critically the skills of linguistic/semiotic analysis, considering the theoretical-methodological principles and the form of constitution of the BNCC. For this purpose, this research has as corpora the pedagogical principles of the Portuguese Language component and the linguistic/semiotic analysis skills for the final years of elementary school. This research uses a qualitative, interpretativist approach (MINAYO, 2007; BORTONIRICARDO, 2008), with the concept of Language Analysis Practice (GERALDI, [1984] 2006; [1991] 2013; 1996; 2015; MENDONÇA, 2006; BEZERRA, REINALDO, 2013; SUASSUNA, 2012), Bloom's Taxonomy (FERRAZ; BELHOT, 2010) and SystemicFunctional Linguistics (HALLIDAY, 1988; HALLIDAY; MATTHIESSEN, 2004; 2014; BARBARA; MÂCEDO, 2009; CUNHA; SOUZA, 2011; FUZER; CABRAL, 2014). We conclude that the skills, recommended by the BNCC, besides revealing theoreticalmethodological incongruities in relation to the socio-historical bases, also reinforce "the business management model of individual accountability of individuals in the face of learning processes and appropriation of knowledge" (DOURADO; SIQUEIRA, 2019, p. 297). It must also be noted that, in the intermediate domains of analysis and application, the most recurrent processes are to utilize, to use, and to do. It is therefore observable the cognitivist and utilitarian aspects in the skills, especially when we focus on the amount of cognitive mental processes and creative material processes that, in their turn, suggest an instrumental conception, of 'knowing how to do' something.