| dc.description.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. | |
