Please use this identifier to cite or link to this item:
Title: Diferentes perspectivas de alfabetização a partir da Base Nacional Comum Curricular: concepções e desafios
Other Titles: Different perspectives of literacy from the National Common Curriculum Base: concepts and challenges
Keywords: Base Nacional Comum Curricular (BNCC)
Leitura e escrita
Políticas de alfabetização
National Common Curricular Base
Reading and writing
Literacy policies
Issue Date: 2018
Publisher: Universidade Federal de Uberlândia
Citation: BORTOLANZA, A. M. E.; GOULART, I do C. V.; CABRAL. G. R. Diferentes perspectivas de alfabetização a partir da Base Nacional Comum Curricular: concepções e desafios. Ensino Em Re-Vista, Uberlândia, v. 25, p. 958-983, 2018. Número especial.
Abstract: The National Common Curricular Base (BNCC) is a document of guiding the regulatory character of the curriculum teaching systems and networks, as well as pedagogical proposals of all public and private schools of basic education of all Brazil. In this article we propose is to reflect on the meaning attributed to literacy in the final version approved the BNCC, in order to discuss the legal aspects imposed by descriptions document, highlighting the elements that remain or differ in relation to other official documents on the topic. To this end, it develops a descriptive research, qualitative measures, based on analysis of the official document in the guidelines regarding BNCC and literacy, based on studies of the process of reading comprehension and writing Bajard (2006) and Vygotsky (2000), the design of reading as social practice of production of senses of Chartier (1990; 1996) and Goulemot (1996).
Appears in Collections:DED - Artigos publicados em periódicos

This item is licensed under a Creative Commons License Creative Commons