A base nacional curricular - uma análise à luz da sociolinguística educacional
Ano de defesa: | 2020 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Foz do Iguaçu |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino
|
Departamento: |
Centro de Educação Letras e Saúde
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Palavras-chave em Espanhol: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.unioeste.br/handle/tede/5089 |
Resumo: | The objective of this research is to analyze the Portuguese Language Curricular Component of the final years of Elementary School of the National Curriculum Common Base (2017) (Base Nacional Comum Curricular - BNCC, in Portuguese), verifying if the language practices are articulated with the principles of Educational Sociolinguistics and, if they are articulated, how this is accomplished. The choice of Sociolinguistic theory is due to the understanding of language from its relationship with real subjects, and as a representation of its social, cultural and class transformations. For this, the work is structured in three axes. The first dedicates to contextualizing the process that led to the creation of the BNCC. There has been a proposal for a minimum curriculum since the 1988 Constitution and the 1996 LDB. However, curriculum proposals that have passed through the Brazilian educational system until then were limited to government proposals and suggestions; from the BNCC, approved in 2017, the national curriculum has a normative and mandatory character for all public and private schools of Early Childhood and Basic Education. In addition to this requirement, it is noticeable that the BNCC was built to satisfy some interests that, at times, do not align with the needs of the public school for transformative and emancipatory training. The second axis analyzes curriculum theories present in the formation of the Brazilian curriculum in contrast to the BNCC, which is anchored in curriculum theories - which defend efficiency, the formation of the subject as an uncritical workforce and the evaluation on a large scale - as well as in the Pedagogy of Competences, it presents a false proposal of equal conditions and opportunities for access to education throughout the national territory. However, it does so by making schools and teachers responsible for this guarantee and thereby justifying possible and probable failures in the subjects' adult lives. In the third and final axis, the teaching of Portuguese in Brazil is presented from the Sociolinguistics Educational, in particular. The analysis of the Portuguese Curricular Component for the Final Years of Elementary Education finds that the new curriculum proposal contemplates the presuppositions of Educational Sociolinguistics only apparently. BNCC's curriculum proposal aims to meet the demands of the market and large-scale assessment exams. Through a critical analysis of content from Alves (2000, 2014), Bortoni-Ricardo (2005), Duarte (2010), Ladson-Billings (1995), Lopes and Macedo (2010, 2011), Macedo (2014, 2018), Malanchen (2014), Perrenoud (1999, 2000), Ramos (2006), Silva (2001) we postulate that BNCC is yet another tool for controlling and maintaining the division of classes. |
id |
UNIOESTE-1_a025302cad84e2ab000facbeae042497 |
---|---|
oai_identifier_str |
oai:tede.unioeste.br:tede/5089 |
network_acronym_str |
UNIOESTE-1 |
network_name_str |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
repository_id_str |
|
spelling |
Martins, Maridelma Laperutahttp://lattes.cnpq.br/6009498366480094Baronas, Joyce Elaine de Almeidahttp://lattes.cnpq.br/6092970593937003Santos, Maria Elena Pireshttp://lattes.cnpq.br/9605825897881271Malanchen, Juliahttp://lattes.cnpq.br/2966476119132597André, Tamara Cardosohttp://lattes.cnpq.br/9519719491233229http://lattes.cnpq.br/5267069413835690Zwirtes, Polyana2020-11-10T12:02:18Z2020-09-17ZWIRTES, Polyana. A base nacional curricular - uma análise à luz da sociolinguística educacional. 2020. 115 f. Dissertação (Mestrado em Ensino) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2020.http://tede.unioeste.br/handle/tede/5089The objective of this research is to analyze the Portuguese Language Curricular Component of the final years of Elementary School of the National Curriculum Common Base (2017) (Base Nacional Comum Curricular - BNCC, in Portuguese), verifying if the language practices are articulated with the principles of Educational Sociolinguistics and, if they are articulated, how this is accomplished. The choice of Sociolinguistic theory is due to the understanding of language from its relationship with real subjects, and as a representation of its social, cultural and class transformations. For this, the work is structured in three axes. The first dedicates to contextualizing the process that led to the creation of the BNCC. There has been a proposal for a minimum curriculum since the 1988 Constitution and the 1996 LDB. However, curriculum proposals that have passed through the Brazilian educational system until then were limited to government proposals and suggestions; from the BNCC, approved in 2017, the national curriculum has a normative and mandatory character for all public and private schools of Early Childhood and Basic Education. In addition to this requirement, it is noticeable that the BNCC was built to satisfy some interests that, at times, do not align with the needs of the public school for transformative and emancipatory training. The second axis analyzes curriculum theories present in the formation of the Brazilian curriculum in contrast to the BNCC, which is anchored in curriculum theories - which defend efficiency, the formation of the subject as an uncritical workforce and the evaluation on a large scale - as well as in the Pedagogy of Competences, it presents a false proposal of equal conditions and opportunities for access to education throughout the national territory. However, it does so by making schools and teachers responsible for this guarantee and thereby justifying possible and probable failures in the subjects' adult lives. In the third and final axis, the teaching of Portuguese in Brazil is presented from the Sociolinguistics Educational, in particular. The analysis of the Portuguese Curricular Component for the Final Years of Elementary Education finds that the new curriculum proposal contemplates the presuppositions of Educational Sociolinguistics only apparently. BNCC's curriculum proposal aims to meet the demands of the market and large-scale assessment exams. Through a critical analysis of content from Alves (2000, 2014), Bortoni-Ricardo (2005), Duarte (2010), Ladson-Billings (1995), Lopes and Macedo (2010, 2011), Macedo (2014, 2018), Malanchen (2014), Perrenoud (1999, 2000), Ramos (2006), Silva (2001) we postulate that BNCC is yet another tool for controlling and maintaining the division of classes.El objetivo de esta investigación es analizar el Componente Curricular en Lengua Portuguesa de los últimos años de la Escuela Primaria del Currículo Nacional de Base Común (2017), verificando si las prácticas lingüísticas se articulan con los principios de la Sociolingüística Educativa y, si se articulan, cómo se logra esto. La elección de la teoría sociolingüística se debe a la comprensión del lenguaje a partir de su relación con sujetos reales, y como una representación de sus transformaciones sociales, culturales y de clase. Para esto, el trabajo se estructura en tres ejes. El primero está dedicado a contextualizar el proceso que condujo a la creación del BNCC. Ha habido una propuesta para un currículo mínimo desde la Constitución de 1988 y la LDB de 1996. Sin embargo, las propuestas de currículo que pasaron por el sistema educativo brasileño hasta entonces se limitaron a las propuestas y sugerencias del gobierno; del BNCC, aprobado en 2017, el plan de estudios nacional tiene un carácter normativo y obligatorio para todas las escuelas públicas y privadas de educación infantil y básica. Además de este requisito, es notable que el BNCC fue construido para satisfacer algunos intereses que, a veces, no se alinean con las necesidades de la escuela pública de capacitación transformadora y emancipadora. El segundo eje analiza las teorías curriculares presentes en la formación del currículo brasileño en contraste con el BNCC, que está anclado en las teorías curriculares, que defienden la eficiencia, la formación de la asignatura como una fuerza laboral acrítica y la evaluación a gran escala. Al igual que en la Pedagogía de Competencias, presenta una falsa propuesta de igualdad de condiciones y oportunidades para el acceso a la educación en todo el territorio nacional. Sin embargo, lo hace al responsabilizar a las escuelas y los docentes de esta garantía y, por lo tanto, justificar posibles y probables fracasos en la vida adulta de los sujetos. En el tercer y último eje, la enseñanza del Portugués en Brasil se presenta desde la Sociolingüística Educativa, en particular. El análisis del Componente Curricular Portugués para los últimos años de educación primaria encuentra que la nueva propuesta curricular contempla las presuposiciones de la Sociolingüística Educativa solo aparentemente. La propuesta curricular de BNCC tiene como objetivo satisfacer las demandas del mercado y los exámenes de evaluación a gran escala. A través de un análisis crítico del contenido de Alves (2000, 2014), Bortoni-Ricardo (2005), Duarte (2010), Ladson-Billings (1995), Lopes y Macedo (2010, 2011), Macedo (2014, 2018), Malanchen (2014), Perrenoud (1999, 2000), Ramos (2006), Silva (2001) postulamos que BNCC es una herramienta más para controlar y mantener la división de clases.O objetivo da presente pesquisa é analisar o Componente Curricular de Língua Portuguesa dos anos finais do Ensino Fundamental da Base Nacional Comum Curricular (2017) verificando se as práticas de linguagem se articulam com os princípios da Sociolinguística Educacional e, caso se articulem, como isso é realizado. A escolha da teoria Sociolinguística se deve pela compreensão de língua a partir de sua relação com sujeitos reais, e como representação de suas transformações sociais, culturais, de classe. Para isso, o trabalho está estruturado em três eixos. O primeiro dedica-se à contextualização do processo que levou a criação da BNCC. Tem-se a proposta de um currículo mínimo desde a Constituição de 1988 e da LDB de 1996. No entanto, as propostas de currículo que perpassaram pelo sistema educacional brasileiro até então se limitavam a proposições e sugestões de governo; a partir da BNCC, homologada em 2017, o currículo nacional tem caráter normativo e obrigatório para todas as escolas públicas e privadas da Educação Infantil e Básica. Para além dessa obrigatoriedade, é observável que a BNCC foi construída para satisfazer alguns interesses que, por vezes, não se alinham às necessidades da escola pública para uma formação transformadora e emancipatória. O segundo eixo analisa teorias de currículo presentes na formação do currículo brasileiro em contraste com a BNCC, que ancorada em teorias de currículo - que defendem o eficientismo, a formação do sujeito como mão-de-obra acrítica e a avaliação em larga escada - bem como na Pedagogia das Competências, apresenta uma falsa proposta de condições e oportunidades iguais de acesso à educação em todo o território nacional. No entanto, o faz responsabilizando escolas e professores por essa garantia e justificando, desse modo, possíveis e prováveis fracassos na vida adulta dos sujeitos. No terceiro e último eixo, o ensino de Língua Portuguesa no Brasil é apresentado a partir da Sociolinguística Educacional, em específico. A análise do componente curricular de Português para os Anos Finais do Ensino Fundamental constata que a nova proposta de currículo contempla os pressupostos da Sociolinguística Educacional apenas aparentemente. A proposta curricular da BNCC tem como objetivo o atendimento às exigências do mercado e dos exames de avaliação em larga escala. Por meio de uma análise crítica de conteúdo a partir de Alves (2000, 2014), Bortoni-Ricardo (2005), Duarte (2010), Ladson-Billings (1995), Lopes e Macedo (2010, 2011), Macedo (2014, 2018), Malanchen (2014), Perrenoud (1999, 2000), Ramos (2006), Silva (2001) postulamos que a BNCC é mais uma ferramenta dos aparelhos de controle e da manutenção da divisão de classes.Submitted by Wagner Junior (wagner.junior@unioeste.br) on 2020-11-10T12:02:18Z No. of bitstreams: 2 Polyana_Zwirtes_2020.pdf: 1877206 bytes, checksum: 3eac278b716d1634740d40713272298c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-11-10T12:02:18Z (GMT). No. of bitstreams: 2 Polyana_Zwirtes_2020.pdf: 1877206 bytes, checksum: 3eac278b716d1634740d40713272298c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-09-17application/pdfpor8774263440366006536500Universidade Estadual do Oeste do ParanáFoz do IguaçuPrograma de Pós-Graduação em EnsinoUNIOESTEBrasilCentro de Educação Letras e Saúdehttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessSociolinguística educacionalCurrículoEnsino de língua portuguesaBase Nacional Comum CurricularEducational sociolinguisticsCurriculumPortuguese language teachingNational Curriculum Common BaseSociolingüística educativaPlan de estudiosEnseñanza del idioma portuguésBase Curricular Nacional ComúnEDUCACAO::ENSINO-APRENDIZAGEMA base nacional curricular - uma análise à luz da sociolinguística educacionalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis85145369401060151356006006003180251958877067170-4452917836576020174reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALPolyana_Zwirtes_2020.pdfPolyana_Zwirtes_2020.pdfapplication/pdf1877206http://tede.unioeste.br:8080/tede/bitstream/tede/5089/5/Polyana_Zwirtes_2020.pdf3eac278b716d1634740d40713272298cMD55CC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://tede.unioeste.br:8080/tede/bitstream/tede/5089/2/license_url4afdbb8c545fd630ea7db775da747b2fMD52license_textlicense_texttext/html; charset=utf-80http://tede.unioeste.br:8080/tede/bitstream/tede/5089/3/license_textd41d8cd98f00b204e9800998ecf8427eMD53license_rdflicense_rdfapplication/rdf+xml; charset=utf-80http://tede.unioeste.br:8080/tede/bitstream/tede/5089/4/license_rdfd41d8cd98f00b204e9800998ecf8427eMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.unioeste.br:8080/tede/bitstream/tede/5089/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/50892020-11-10 09:02:19.16oai:tede.unioeste.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.unioeste.br/PUBhttp://tede.unioeste.br/oai/requestbiblioteca.repositorio@unioeste.bropendoar:2020-11-10T12:02:19Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)false |
dc.title.por.fl_str_mv |
A base nacional curricular - uma análise à luz da sociolinguística educacional |
title |
A base nacional curricular - uma análise à luz da sociolinguística educacional |
spellingShingle |
A base nacional curricular - uma análise à luz da sociolinguística educacional Zwirtes, Polyana Sociolinguística educacional Currículo Ensino de língua portuguesa Base Nacional Comum Curricular Educational sociolinguistics Curriculum Portuguese language teaching National Curriculum Common Base Sociolingüística educativa Plan de estudios Enseñanza del idioma portugués Base Curricular Nacional Común EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
A base nacional curricular - uma análise à luz da sociolinguística educacional |
title_full |
A base nacional curricular - uma análise à luz da sociolinguística educacional |
title_fullStr |
A base nacional curricular - uma análise à luz da sociolinguística educacional |
title_full_unstemmed |
A base nacional curricular - uma análise à luz da sociolinguística educacional |
title_sort |
A base nacional curricular - uma análise à luz da sociolinguística educacional |
author |
Zwirtes, Polyana |
author_facet |
Zwirtes, Polyana |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Martins, Maridelma Laperuta |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6009498366480094 |
dc.contributor.referee1.fl_str_mv |
Baronas, Joyce Elaine de Almeida |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6092970593937003 |
dc.contributor.referee2.fl_str_mv |
Santos, Maria Elena Pires |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9605825897881271 |
dc.contributor.referee3.fl_str_mv |
Malanchen, Julia |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2966476119132597 |
dc.contributor.referee4.fl_str_mv |
André, Tamara Cardoso |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/9519719491233229 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5267069413835690 |
dc.contributor.author.fl_str_mv |
Zwirtes, Polyana |
contributor_str_mv |
Martins, Maridelma Laperuta Baronas, Joyce Elaine de Almeida Santos, Maria Elena Pires Malanchen, Julia André, Tamara Cardoso |
dc.subject.por.fl_str_mv |
Sociolinguística educacional Currículo Ensino de língua portuguesa Base Nacional Comum Curricular |
topic |
Sociolinguística educacional Currículo Ensino de língua portuguesa Base Nacional Comum Curricular Educational sociolinguistics Curriculum Portuguese language teaching National Curriculum Common Base Sociolingüística educativa Plan de estudios Enseñanza del idioma portugués Base Curricular Nacional Común EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Educational sociolinguistics Curriculum Portuguese language teaching National Curriculum Common Base |
dc.subject.spa.fl_str_mv |
Sociolingüística educativa Plan de estudios Enseñanza del idioma portugués Base Curricular Nacional Común |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The objective of this research is to analyze the Portuguese Language Curricular Component of the final years of Elementary School of the National Curriculum Common Base (2017) (Base Nacional Comum Curricular - BNCC, in Portuguese), verifying if the language practices are articulated with the principles of Educational Sociolinguistics and, if they are articulated, how this is accomplished. The choice of Sociolinguistic theory is due to the understanding of language from its relationship with real subjects, and as a representation of its social, cultural and class transformations. For this, the work is structured in three axes. The first dedicates to contextualizing the process that led to the creation of the BNCC. There has been a proposal for a minimum curriculum since the 1988 Constitution and the 1996 LDB. However, curriculum proposals that have passed through the Brazilian educational system until then were limited to government proposals and suggestions; from the BNCC, approved in 2017, the national curriculum has a normative and mandatory character for all public and private schools of Early Childhood and Basic Education. In addition to this requirement, it is noticeable that the BNCC was built to satisfy some interests that, at times, do not align with the needs of the public school for transformative and emancipatory training. The second axis analyzes curriculum theories present in the formation of the Brazilian curriculum in contrast to the BNCC, which is anchored in curriculum theories - which defend efficiency, the formation of the subject as an uncritical workforce and the evaluation on a large scale - as well as in the Pedagogy of Competences, it presents a false proposal of equal conditions and opportunities for access to education throughout the national territory. However, it does so by making schools and teachers responsible for this guarantee and thereby justifying possible and probable failures in the subjects' adult lives. In the third and final axis, the teaching of Portuguese in Brazil is presented from the Sociolinguistics Educational, in particular. The analysis of the Portuguese Curricular Component for the Final Years of Elementary Education finds that the new curriculum proposal contemplates the presuppositions of Educational Sociolinguistics only apparently. BNCC's curriculum proposal aims to meet the demands of the market and large-scale assessment exams. Through a critical analysis of content from Alves (2000, 2014), Bortoni-Ricardo (2005), Duarte (2010), Ladson-Billings (1995), Lopes and Macedo (2010, 2011), Macedo (2014, 2018), Malanchen (2014), Perrenoud (1999, 2000), Ramos (2006), Silva (2001) we postulate that BNCC is yet another tool for controlling and maintaining the division of classes. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-11-10T12:02:18Z |
dc.date.issued.fl_str_mv |
2020-09-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ZWIRTES, Polyana. A base nacional curricular - uma análise à luz da sociolinguística educacional. 2020. 115 f. Dissertação (Mestrado em Ensino) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2020. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/5089 |
identifier_str_mv |
ZWIRTES, Polyana. A base nacional curricular - uma análise à luz da sociolinguística educacional. 2020. 115 f. Dissertação (Mestrado em Ensino) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2020. |
url |
http://tede.unioeste.br/handle/tede/5089 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
8514536940106015135 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
3180251958877067170 |
dc.relation.cnpq.fl_str_mv |
-4452917836576020174 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Foz do Iguaçu |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Ensino |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação Letras e Saúde |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Foz do Iguaçu |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTE instname:Universidade Estadual do Oeste do Paraná (UNIOESTE) instacron:UNIOESTE |
instname_str |
Universidade Estadual do Oeste do Paraná (UNIOESTE) |
instacron_str |
UNIOESTE |
institution |
UNIOESTE |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
collection |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
bitstream.url.fl_str_mv |
http://tede.unioeste.br:8080/tede/bitstream/tede/5089/5/Polyana_Zwirtes_2020.pdf http://tede.unioeste.br:8080/tede/bitstream/tede/5089/2/license_url http://tede.unioeste.br:8080/tede/bitstream/tede/5089/3/license_text http://tede.unioeste.br:8080/tede/bitstream/tede/5089/4/license_rdf http://tede.unioeste.br:8080/tede/bitstream/tede/5089/1/license.txt |
bitstream.checksum.fl_str_mv |
3eac278b716d1634740d40713272298c 4afdbb8c545fd630ea7db775da747b2f d41d8cd98f00b204e9800998ecf8427e d41d8cd98f00b204e9800998ecf8427e bd3efa91386c1718a7f26a329fdcb468 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
_version_ |
1798040106984013824 |