Common National Curriculum Base and Portuguese Language: echoes of multiliteracies
Autor(a) principal: | |
---|---|
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 |
Resumo: | 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. |
id |
UFPR-12_2664ac5672bf8d7724658891c3d87e42 |
---|---|
oai_identifier_str |
oai:ojs.revista.ojs.abralin.org:article/2056 |
network_acronym_str |
UFPR-12 |
network_name_str |
Revista da ABRALIN (Online) |
repository_id_str |
|
spelling |
Common National Curriculum Base and Portuguese Language: echoes of multiliteraciesBase Nacional Comum Curricular e Língua Portuguesa: ecos dos multiletramentosFormação inicialMultiletramentosLíngua PortuguesaInitial training,MultiliteraciesPortuguese LanguageWith 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.Com o surgimento de novas tecnologias da comunicação, o conceito de letramento tem sido, constantemente, repensado, para englobar uma variedade de modos de significação dos mais locais aos mais globais, distanciando-se, progressivamente, de uma noção do letramento puramente verbal escrito. Isso porque o mundo, hoje, demanda mais que letramento escrito. Antes, requer pessoas mais integradas ao design multissemiótico dos textos, que transponham o foco circunscrito à escrita como modalidade principal de veiculação de significados, que assumam outras tecnologias nas quais a sobreposição de modalidades oral, escrita, gestual, tátil, espacial e visual está presente. Assim, o presente trabalho se deve à crescente necessidade que o atual contexto sociocultural impõe aos profissionais da educação, de modo geral, e, mais especificamente, aos professores de Língua Portuguesa, sobre a necessidade de os estudantes se apropriarem da diversidade de linguagens, culturas e mídias que direcionam aos multiletramentos (ROJO, 2012). Em face disso, este estudo analisa as habilidades indicadas na Base Nacional Comum Curricular para o Ensino Novo Médio, componente Língua Portuguesa (BRASIL, 2018), a fim de identificar as características dos multiletramentos em sua articulação.Associação Brasileira de Linguística2022-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revista.abralin.org/index.php/abralin/article/view/205610.25189/rabralin.v21i2.2056Revista da ABRALIN; V. 21, N. 2 (2022); 379-405Revista da ABRALIN; V. 21, N. 2 (2022); 379-4050102-715810.25189/rabralin.v21i2reponame:Revista da ABRALIN (Online)instname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revista.abralin.org/index.php/abralin/article/view/2056/2721Copyright (c) 2022 Shirley Adriana Sousa Silvahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSousa Silva, Shirley Adriana2023-05-18T11:49:38Zoai:ojs.revista.ojs.abralin.org:article/2056Revistahttps://revista.abralin.org/index.php/abralinPUBhttps://revista.abralin.org/index.php/abralin/oairkofreitag@uol.com.br || ra@abralin.org2178-76031678-1805opendoar:2023-05-18T11:49:38Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
Common National Curriculum Base and Portuguese Language: echoes of multiliteracies Base Nacional Comum Curricular e Língua Portuguesa: ecos dos multiletramentos |
title |
Common National Curriculum Base and Portuguese Language: echoes of multiliteracies |
spellingShingle |
Common National Curriculum Base and Portuguese Language: echoes of multiliteracies Sousa Silva, Shirley Adriana Formação inicial Multiletramentos Língua Portuguesa Initial training, Multiliteracies Portuguese Language |
title_short |
Common National Curriculum Base and Portuguese Language: echoes of multiliteracies |
title_full |
Common National Curriculum Base and Portuguese Language: echoes of multiliteracies |
title_fullStr |
Common National Curriculum Base and Portuguese Language: echoes of multiliteracies |
title_full_unstemmed |
Common National Curriculum Base and Portuguese Language: echoes of multiliteracies |
title_sort |
Common National Curriculum Base and Portuguese Language: echoes of multiliteracies |
author |
Sousa Silva, Shirley Adriana |
author_facet |
Sousa Silva, Shirley Adriana |
author_role |
author |
dc.contributor.author.fl_str_mv |
Sousa Silva, Shirley Adriana |
dc.subject.por.fl_str_mv |
Formação inicial Multiletramentos Língua Portuguesa Initial training, Multiliteracies Portuguese Language |
topic |
Formação inicial Multiletramentos Língua Portuguesa Initial training, Multiliteracies Portuguese Language |
description |
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. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-31 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revista.abralin.org/index.php/abralin/article/view/2056 10.25189/rabralin.v21i2.2056 |
url |
https://revista.abralin.org/index.php/abralin/article/view/2056 |
identifier_str_mv |
10.25189/rabralin.v21i2.2056 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revista.abralin.org/index.php/abralin/article/view/2056/2721 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Shirley Adriana Sousa Silva https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Shirley Adriana Sousa Silva https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Linguística |
publisher.none.fl_str_mv |
Associação Brasileira de Linguística |
dc.source.none.fl_str_mv |
Revista da ABRALIN; V. 21, N. 2 (2022); 379-405 Revista da ABRALIN; V. 21, N. 2 (2022); 379-405 0102-7158 10.25189/rabralin.v21i2 reponame:Revista da ABRALIN (Online) instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Revista da ABRALIN (Online) |
collection |
Revista da ABRALIN (Online) |
repository.name.fl_str_mv |
Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
rkofreitag@uol.com.br || ra@abralin.org |
_version_ |
1798329768202993664 |