Literacy conceptions in the national curriculum guidelines (DCNs) and the national common curricular base (BNCC): two parallel or convergent lines?

• Autor(a) principal: Dos Santos, Eloise Andréia
• Data de Publicação: 2021
• Outros Autores: Lisbôa Moreira Ribeiro, Ellen
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Working Papers em Lingüística (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/workingpapers/article/view/71342

The changes that the educational context has been going through historically appear in contemporary society, above all, in the dilemma of the transition of the guiding documents of Basic Education and in their conceptions of teaching, of subject and of literacy. Thus, this study aimed to make a theoretical and comparative reflection of literacy conceptions in the National Curriculum Guidelines for Basic Education - DCN-s (BRASIL, 2013) and inthe National Common Curricular Base - BNCC (BRASIL, 2019a), the document that came into force in 2019. To this end, theoretical supportwas sought from renowned researchers in the field of Education, such as Duarte (2001), Mortatti (2006, 2007, 2010), Sebra and Dias (2011), among other authors, who have studied the methods of literacy and its hybridization in the so-called knowledge society.