Literature in the initial years and the BNCC

• Autor(a) principal: Zappone, Mirian Hisae Yaegashi
• Data de Publicação: 2021
• Outros Autores: Quadros, Camila Mossi de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Acta Scientiarum. Language and Culture (Online)
• Texto Completo: http://www.periodicos.uem.br/ojs/index.php/ActaSciLangCult/article/view/53280
• topic: teaching of literature; reading of literature; literary literacy.; BNCC; ensino de literatura; leitura literária; letramentos literários.

In 2018, the Common National Curriculum Base in Brazil - NCCB (BNCC in Portuguese) was implemented in order to centralize and standardize the curricular content to be addressed by all basic education schools. In this document, the teaching of Portuguese language appears inserted in the field of language and its technologies and the teaching of literature is presented, as historically it has been, within the general content of this discipline. As for the work with literary texts, NCCB proposes that it should be nuclear in high school, as well as in elementary school. Due to the fact that literature is configured as a content within the Portuguese Language component, that is, as it does not constitute itself as a specific curricular component, it is important to carefully read the NCCB in order to verify: i) how the contents related to the teaching of literature are presented in the document, ii) the types of literary texts proposed for reading and iii) the methodological approaches proposed by the documents in relation to the reading of the literature, that is, how the document proposes to read the literary texts in school. The corpus that is accessed for the analysis of these elements is constituted by the Portuguese language skills that refer to the teaching of literature in the early years - fundamental I. In view of these objectives, the article briefly discusses key moments in the teaching of language and literature, as well as presents theoretical considerations on literary reading, based on postulates of the new literacy studies and on authors such as Chartier (1999), Candido (1975-1981), Hansen (2005) and Aguiar (2000).