Portuguese language in the context of schooling: meanings projected to the early grades of Elementary School

• Autor(a) principal: Santos, Geniana dos
• Data de Publicação: 2022
• Outros Autores: Oliveira, Liliane Gomes de, Almeida, Marlene Neris de, Pereira, Maria Gabriela Ferreira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/13972
• topic: Língua Portuguesa; Curriculo; Anos iniciais do Ensino Fundamental; Portuguese language; Curriculum; Early grades of Elementary School

This paper focuses on the Portuguese language as an object of school education in the early grades of Elementary School. The objective is to highlight, from the documentary analysis, the meanings projected by the National Common Curricular Base (Base Nacional Comum Curricular – BNCC) for the pedagogical practices developed by the pedagogue. The study assumes the understanding of language as a cultural construction (MORTATTI, 2000, 2004; SMOLKA, 1993; VYGOTSKY, 1991), and the definition of curriculum as a territory for disputes over meaning (LOPES, 2019). From the survey carried out, it was possible to understand that the history of this curricular component is marked by meanings that favored reading and literature as a synthesis of learning and a mechanism for the appropriation/democratization of knowledge, a meaning that was partially accepted in contemporary national curriculum productions, as in the National Curriculum Parameters and in the BNCC. In the context of the BNCC, more specifically in the early grades of Elementary School, it is possible to highlight a lack of understanding of reading and working with literature in a discursive perspective, in view of the emphasis on literacy processes based on spelling and writing acquisition.