Análise das habilidades de leitura e análise linguística do currículo carioca: uma abordagem sistêmico-funcional

Abstract

The creation of the Brazilian National Common Core Curriculum (BNCC) required education systems to revise their curricula to align with the normative document outlining the learning that all students should develop throughout Basic Education (Brazil, 2018). As a result of this need for adjustment, the Municipal Department of Education of Rio de Janeiro (SME Rio) released, in 2020, an update of its Curriculum Guidelines for teaching Portuguese Language, renamed “Currículo Carioca 2020”. This thesis aims at analyzing the abilities of the Reading and Linguistic Analysis axis of “Currículo Carioca 2020” for the 9th grade of Elementary School, in order to verify the expected learning outcomes for students upon completing elementary education. The investigation incorporates critical, quantitative, and qualitative aspects. To achieve this goal, we analyzed the wording of the abilities based on the Transitivity System, utilizing a Systemic-Functional Linguistics approach (Halliday; Mathiessen, 2014) to describe the processes, participants, and circumstances that guide the learning outcomes. Furthermore, we related the abilities to the thinking skills framework by level of complexity in the Revised Bloom’s Taxonomy (Anderson et al., 2001) and identified whether the learning occurs through linguistic, epilinguistic, and metalinguistic activities (Franchi, 2006; Geraldi, [1984] 2011). The analysis of the abilities in “Currículo Carioca 2020” seems to confirm our initial hypothesis: the Reading and Linguistic Analysis axis favors abilities that require lower cognitive demand according to the Revised Bloom's Taxonomy, with learning occurring primarily through linguistic and epilinguistic activities, and few proposals for metalinguistic activities. We conclude that this research will contribute to education in Rio de Janeiro by supporting teaching practices within the system and ensuring students’ right to learn in schools throughout Rio de Janeiro. The curriculum analysis can generate information and data that support its implementation, guide future curriculum revisions, and structure teacher education and the development of teaching materials