Letramento Crítico na Base Nacional Comum Curricular: : uma análise do componente Língua Portuguesa
The purpose of this article is analyzed three Specific Competencies that cross the skills recommended for teaching and learning Portuguese, in order to verify how the principles of Critical Literacy are revealed in the normative document. To this end, we use the conceptions of Critical Literacy disc...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal do Espírito Santo (UFES) |
| Repositorio: | Revista Kiri-Kerê - pesquisa em ensino |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufes.br:article/37894 |
| Acceso en línea: | https://periodicos.ufes.br/kirikere/article/view/37894 |
| Access Level: | acceso abierto |
| Palabra clave: | BNCC Língua Portuguesa Letramento Crítico Portuguese Language Critical Literacy |
| Sumario: | The purpose of this article is analyzed three Specific Competencies that cross the skills recommended for teaching and learning Portuguese, in order to verify how the principles of Critical Literacy are revealed in the normative document. To this end, we use the conceptions of Critical Literacy discussed by Jordão (2013), Menezes de Souza (2011) and Monte Mór (2015) and the studies on literacies, new literacies and multiliteracies carried out by Rojo (2009, 2012, 2016), Soares (2002), and Street (2007). It’s a documentary research with a qualitative approach (ALVES, 1991; LE GOFF, 1997; LUDKE; ANDRÉ, 1986), situated in the disciplinary field of Applied Linguistics. In the analysis, it appears that the learning described in the Specific Competencies incorporate premises of the pedagogical approach proposed by Critical Literacy, even though this concept doesn’t appear explicitly in the text of the document. |
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