Common National Curriculum Base and Portuguese Language: echoes of multiliteracies

• Autor(a) principal: Sousa Silva, Shirley Adriana
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABRALIN (Online)
• Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/2056
• topic: Formação inicial; Multiletramentos; Língua Portuguesa; Initial training,; Multiliteracies; Portuguese Language

With the emergence of new communication technologies, the concept of literacy has been constantly rethought, to encompass a variety of modes of meaning from the most local to the most global, progressively moving away from a notion of purely verbal written literacy. This is because the world today demands more than written literacy. Rather, it requires people who are more integrated into the multisemiotic design of texts, who transpose the limited focus to writing as the main mode of conveying meanings, who assume other technologies in which the overlapping of oral, written, gestural, tactile, spatial and visual modalities is present. Thus, the present work is due to the growing need that the current sociocultural context imposes on education professionals, in general, and, more specifically, on Portuguese Language teachers, on the need for students to appropriate the diversity of languages, cultures and media that lead to multiliteracies (ROJO, 2012). In view of this, this study analyzes the skills indicated in the Brazilian Common Core Curriculum (Base Nacional Comum Curricular) for the New High School System, Portuguese Language component (BRASIL, 2018), in order to identify the characteristics of multiliteracies in their articulation.