A produção escrita nos sexto e sétimo anos do ensino fundamental: uma análise da BNCC
The objective of this work is to investigate how the Common National Curriculum Base (BRASIL, 2017/2018) addresses the teaching axis (or language practice) “Written Production” (sixth and seventh grades/Elementary School). The interest arose from knowing that the Base intends that the work with the...
| Autor principal: | Silva, Thamires Gomes |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2022
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/27108 |
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| Resumo: |
The objective of this work is to investigate how the Common National Curriculum Base (BRASIL, 2017/2018) addresses the teaching axis (or language practice) “Written Production” (sixth and seventh grades/Elementary School). The interest arose from knowing that the Base intends that the work with the Portuguese language in the classroom takes place by means of the text. This research is bibliographical, documental and also analytical. Thus, to support this study, the official education documents are used, as well as the conceptions about textual production of theorists such as: Geraldi (1985), Geraldi (1991), Marcuschi (2002), Antunes (2002) and Bakhtin (2011). From these foundations, an analysis of the writing practice for the years determined in this research is carried out, in the National Base (BNCC), investigating contents, skills and reflecting on the articulation (or not) between these elements. The results show that there are nine objects of knowledge highlighted in relation to the production of texts and thirteen skills to be developed by students over the sixth and seventh years, also related to the productions. The main genres recommended for the series are the news (which, by the way, has a great focus), letters (especially those from the readers), opinion articles, critical reviews, articles for scientific dissemination, short stories and the poem. Furthermore, the BNCC brings, even if modestly, approaches on hypertexts, in an attempt to insert multimodality in basic education. Finally, it is concluded that the BNCC is a document that can significantly help the development of textual production classes, despite its gaps to be filled. |
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