Diferentes perspectivas de alfabetização a partir da Base Nacional Comum Curricular: concepções e desafios

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).