Linguistic negligence in the National Common Curricular Base against the linguistic rights of indigenous peoples in the teaching of indigenous mother tongue

• Autor(a) principal: Lima, Ademar dos Santos
• Data de Publicação: 2022
• Outros Autores: de Sousa, Rosineide Magalhães de Sousa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABRALIN (Online)
• Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/2095
• topic: Ensino; Educação Básica; BNCC; Negligência linguística; Language teaching; Basic education; BNCC; Language neglect

This article aims to analyze the gaps left by the National Curricular Common Base (BNCC) in the area of Languages, with regard to the orientation of the curriculum for teaching specific contents of Brazilian indigenous languages not covered by the BNCC, given that the specific contents of Portuguese and additional languages such as English and Spanish were included in the document. The methodology used was a qualitative approach and the techniques used were meta-research focusing on the triangulation of BNCC data. The study found that the National Common Curricular Base, in its scope, presents in a detailed way, in the area of Languages, the specific contents of the subjects of Portuguese Language, Art, Physical Education and, in the Elementary School of the Final Years, the contents of English Language. However, the BNCC left a gap by not providing guidelines on the curriculum of the other Brazilian mother tongues, as it lacked dialogue with the main advisors of indigenous languages at the school education; there was a lack of methodological guidance for the teacher's work and there is no articulation with the guidelines of indigenous languages, and thus, transversality is not contemplated in the learning objectives, which can be said that, at the very least, it is a neglected situation.