A BNCC e o processo de ensino e aprendizagem nos anos iniciais do ensino fundamental: uma proposta definida por ações

Abstract

The present Master's Dissertation commits to Language and Society Line of Research of Language and Linguistics Postgraduate Program of the University of the State of Rio de Janeiro. The main objectives are observation, analysis, and comprehension of the abilities and competences proposed in terms of actions that integrate the area of Knowledge and Learning of the initial years of Basic Education students. As a national reference in Basic Education curricular formulation of the Educational Systems of the State, the Federal District, the cities and pedagogical proposals of the educational institutions, the new curricular standards known as the BNCC (Base Nacional Comum Curricular) is announced by the Ministry of Education, MEC, as a curricular policy focused on Brazilian Basic Education quality improvement. The research embodies the historical perspective of educational policies from 1988 Constitution to the implementation of BNCC in 2017, in terms of a production period in which discussions of the implementation of a unique basic curriculum are emerging. With quantitative and qualitative nature, the adopted methodology is based on the investigation guided by documental research, for the purpose of better comprehension of concepts and definitions concerning the theme. During the movement in the formulation of the Base, divergences of conceptions are verified, to the extent that, while one group consider the BNCC as a document that aims the improvement of the quality of Education, others realize it as a public policy with vertical bias. In order to expand the discussions of the document, we will seek for the Language areas analysis in the Portuguese Language of the initial years ( 3rd and 5th grade) of the Elementary Education and their axis of integration. For our theoretical reflection, we will principally use the studies of Street (2004, 2014), Barton and Hamilton (2004), Gee (2004) about the conceptions of Literacy, Bakhtin (2011) Volóchinov (2017), regarding the Interationalist Approach. Furthermore, we also selected some discussions related to the educational instruction stemmed from the perspective of Freire (1996, 2011), Geraldi (2017), Marcuschi (1996, 2001) and Arroyo (2017) and of the abilities and competences concepts primarily from the approach of Perrenoud (1999, 2000, 2002) and Behar (2013), among others.