Multimodal teaching of the Portuguese language: comparisons between the National Curricular Base and the Curricular Matrix for secondary education in the state of Ceará

Detalhes bibliográficos
Autor(a) principal: Soares, Deyse Mara Romualdo
Data de Publicação: 2022
Outros Autores: Santos, Charlene Bezerra dos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da ABRALIN (Online)
Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/2124
Resumo: Multimodality in Portuguese language teaching, together with the advent of digital information and communication technologies (TDIC), has impacted the educational scenario and challenged education professionals to new pedagogical and methodological practices. The objective of the research is to compare the approximations, or not, existing between the Common National Curriculum Base (CNCB) and the Basic Knowledge Matrix (MCB 2021) for High School in Ceará, regarding the presence of multimodality in the Portuguese Language curricular component. With a qualitative approach, it is based on documentary research applied at the BNCC, regarding the presence of multimodality present in the Portuguese Language curriculum component; and at BKM. We used a bibliographical review on practices and multimodal texts in Portuguese Language teaching and a qualitative and interpretative analysis of the corpus and data collected in the research. We verified the presence of multimodality in the fields of activity, competences, and skills at CNCB and the timid presence of multimodal practices at BKM. We believe that the BKM can consider the reality of digital culture, contributing to the reading and production of texts in different spaces in the education of contemporary students.
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spelling Multimodal teaching of the Portuguese language: comparisons between the National Curricular Base and the Curricular Matrix for secondary education in the state of CearáEnsino multimodal de Língua Portuguesa: comparações entre a Base Nacional Curricular e Matriz Curricular para o ensino médio do estado do CearáMultimodalidadeLíngua PortuguesaBNCCMultimodalityPortuguese LanguageBNCCMultimodality in Portuguese language teaching, together with the advent of digital information and communication technologies (TDIC), has impacted the educational scenario and challenged education professionals to new pedagogical and methodological practices. The objective of the research is to compare the approximations, or not, existing between the Common National Curriculum Base (CNCB) and the Basic Knowledge Matrix (MCB 2021) for High School in Ceará, regarding the presence of multimodality in the Portuguese Language curricular component. With a qualitative approach, it is based on documentary research applied at the BNCC, regarding the presence of multimodality present in the Portuguese Language curriculum component; and at BKM. We used a bibliographical review on practices and multimodal texts in Portuguese Language teaching and a qualitative and interpretative analysis of the corpus and data collected in the research. We verified the presence of multimodality in the fields of activity, competences, and skills at CNCB and the timid presence of multimodal practices at BKM. We believe that the BKM can consider the reality of digital culture, contributing to the reading and production of texts in different spaces in the education of contemporary students.A multimodalidade no ensino de Língua Portuguesa, juntamente com o advento das tecnologias digitais da informação e comunicação (TDIC), tem impactado o âmbito educacional e desafiado os profissionais da educação a novas práticas pedagógicas e metodológicas. O objetivo da pesquisa consiste em verificar se existem aproximações entre a Base Nacional Comum Curricular (BNCC) e a Matriz de Conhecimentos Básicos (MCB) para Ensino Médio do Ceará, componente curricular Língua Portuguesa. De abordagem qualitativa, faz uso da pesquisa documental BNCC, quanto ao ensino multimodal no componente curricular Língua Portuguesa; e na MCB. Recorremos à revisão bibliográfica sobre práticas e textos multimodais no ensino de Língua Portuguesa, à análise qualitativa e interpretativa do corpus e dados coletados na pesquisa. Verificamos a multimodalidade nos campos de atuação, competências e habilidades na BNCC e a presença tímida de práticas multimodais na MCB. Consideramos que a MCB pode contemplar a realidade da cultura digital contribuindo para a leitura e produção de textos em diferentes espaços na formação dos alunos na contemporaneidade.Associação Brasileira de Linguística2022-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revista.abralin.org/index.php/abralin/article/view/212410.25189/rabralin.v21i2.2124Revista da ABRALIN; V. 21, N. 2 (2022); 460-478Revista da ABRALIN; V. 21, N. 2 (2022); 460-4780102-715810.25189/rabralin.v21i2reponame:Revista da ABRALIN (Online)instname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revista.abralin.org/index.php/abralin/article/view/2124/2723Copyright (c) 2022 Deyse Mara Romualdo Soares, Charlene Bezerra dos Santoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSoares, Deyse Mara RomualdoSantos, Charlene Bezerra dos2023-05-19T13:11:38Zoai:ojs.revista.ojs.abralin.org:article/2124Revistahttps://revista.abralin.org/index.php/abralinPUBhttps://revista.abralin.org/index.php/abralin/oairkofreitag@uol.com.br || ra@abralin.org2178-76031678-1805opendoar:2023-05-19T13:11:38Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR)false
dc.title.none.fl_str_mv Multimodal teaching of the Portuguese language: comparisons between the National Curricular Base and the Curricular Matrix for secondary education in the state of Ceará
Ensino multimodal de Língua Portuguesa: comparações entre a Base Nacional Curricular e Matriz Curricular para o ensino médio do estado do Ceará
title Multimodal teaching of the Portuguese language: comparisons between the National Curricular Base and the Curricular Matrix for secondary education in the state of Ceará
spellingShingle Multimodal teaching of the Portuguese language: comparisons between the National Curricular Base and the Curricular Matrix for secondary education in the state of Ceará
Soares, Deyse Mara Romualdo
Multimodalidade
Língua Portuguesa
BNCC
Multimodality
Portuguese Language
BNCC
title_short Multimodal teaching of the Portuguese language: comparisons between the National Curricular Base and the Curricular Matrix for secondary education in the state of Ceará
title_full Multimodal teaching of the Portuguese language: comparisons between the National Curricular Base and the Curricular Matrix for secondary education in the state of Ceará
title_fullStr Multimodal teaching of the Portuguese language: comparisons between the National Curricular Base and the Curricular Matrix for secondary education in the state of Ceará
title_full_unstemmed Multimodal teaching of the Portuguese language: comparisons between the National Curricular Base and the Curricular Matrix for secondary education in the state of Ceará
title_sort Multimodal teaching of the Portuguese language: comparisons between the National Curricular Base and the Curricular Matrix for secondary education in the state of Ceará
author Soares, Deyse Mara Romualdo
author_facet Soares, Deyse Mara Romualdo
Santos, Charlene Bezerra dos
author_role author
author2 Santos, Charlene Bezerra dos
author2_role author
dc.contributor.author.fl_str_mv Soares, Deyse Mara Romualdo
Santos, Charlene Bezerra dos
dc.subject.por.fl_str_mv Multimodalidade
Língua Portuguesa
BNCC
Multimodality
Portuguese Language
BNCC
topic Multimodalidade
Língua Portuguesa
BNCC
Multimodality
Portuguese Language
BNCC
description Multimodality in Portuguese language teaching, together with the advent of digital information and communication technologies (TDIC), has impacted the educational scenario and challenged education professionals to new pedagogical and methodological practices. The objective of the research is to compare the approximations, or not, existing between the Common National Curriculum Base (CNCB) and the Basic Knowledge Matrix (MCB 2021) for High School in Ceará, regarding the presence of multimodality in the Portuguese Language curricular component. With a qualitative approach, it is based on documentary research applied at the BNCC, regarding the presence of multimodality present in the Portuguese Language curriculum component; and at BKM. We used a bibliographical review on practices and multimodal texts in Portuguese Language teaching and a qualitative and interpretative analysis of the corpus and data collected in the research. We verified the presence of multimodality in the fields of activity, competences, and skills at CNCB and the timid presence of multimodal practices at BKM. We believe that the BKM can consider the reality of digital culture, contributing to the reading and production of texts in different spaces in the education of contemporary students.
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/2124
10.25189/rabralin.v21i2.2124
url https://revista.abralin.org/index.php/abralin/article/view/2124
identifier_str_mv 10.25189/rabralin.v21i2.2124
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revista.abralin.org/index.php/abralin/article/view/2124/2723
dc.rights.driver.fl_str_mv Copyright (c) 2022 Deyse Mara Romualdo Soares, Charlene Bezerra dos Santos
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Deyse Mara Romualdo Soares, Charlene Bezerra dos Santos
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); 460-478
Revista da ABRALIN; V. 21, N. 2 (2022); 460-478
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
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