Língua portuguesa e multiletramentos: diálogo possível na Base Nacional Comum Curricular do novo Ensino Médio?

Abstract

The general objective of this work is to analyze the theoretical affiliation of the National Curricular Common Base for High School (BRASIL, 2018), henceforth BNCCEM-LP, in the Portuguese Language component, with regard to multiliteracies. From this perspective, specifically, this research aims to: a) identify the characteristics of multiliteracies in their articulation with the skills presented in the BNCCEM-LP; b) confront/analyze the theoretical conception(s) related to the characteristics (or dimensions) of the multiliteracies present in the document; c) analyze/confront the dimensions of multiliteracies related to the teaching objects proposed in the BNCC for the Portuguese Language component in High School. In the current scenario of teaching-learning reading and writing to which this research is integrated, this research answers the following questions: (i) How are multiliteracies articulated with the skills mentioned in the BNCCEM-LP?; (ii) To which (or which) theoretical conceptions does the BNCCEM-LP point? How are these theoretical conceptions related to multiliteracies?; (iii) How are multiliteracies related to teaching object and fields of knowledge proposed in the BNCCEM-LP? This work is located in the field of Critical Applied Linguistics (FABRÍCIO, 2006; MOITA LOPES, 2006, 2013a, 2013b; PENNYCOOK, [1990] 1998, 2001, 2004, 2006, 2008, 2010) and is a documental study (LANKSHEAR and KNOBEL, 2008a). It is supported by qualitative methodology (CHIZZOTTI, 1998, 2003; GONZÁLEZ REY, 2002; 2003; 2005; DENZIN and LINCOLN, 2013; FLICK, 2013) and critical-collaborative research (MAGALHÃES, 2011). It is based on studies on literacy (KLEIMAN, 1995; STREET, 2003; HAMILTON, 2000; LANKSHEAR and KNOBEL, 2007) and multiliteracies (NEW LONDON GROUP, 1996; COPE and KALANTZIS, 2000a, 2000b; COPE and KALANTZIS, 2009); on the theory of discourse genres (BAKHTIN, [1934-1935] 1990; [1979] 2011; [1952-1953] 2016; [1975] 2019; VOLÓCHINOV, [1929] 2018); in addressing discourse genres in contemporary texts (ROJO, 2013a; ROJO and MOURA, 2012; ROJO and BARBOSA, 2015; ROJO and MOURA, 2019); and on multimedia semiotics (SANTAELLA, 2010). The data will be analyzed according to the Bakhtinian notion of discourse genre related to the concept of valuation and sphere of activity, for analysis of contemporary texts, an approach proposed by Rojo (2013). The conclusion of this work revealed, among other issues, that the skills referred in the BNCCEM-LP (BRASIL, 2018) lead not only to multiliteracies, but expands them to transliteration (JENKINS [2006] 2008; SCOLARI, 2013; ARANDA and FREIRE, 2020). With this research, it is expected to contribute to the construction of critical collaboration (MAGALHÃES, 2011; 2012; MAGALHÃES et al., 2014, NININ and MAGALHÃES, 2017), involving the relationship between teacher training and multiliteracies, so that the approach teaching-learning of reading and writing has its scope, increasingly, expanded as a result (not only, but also) of the resonances of new information and communication technologies in the way we interact and produce meanings in contemporary times