Discursividades da bncc presentes no livro didático “português: conexão e uso” voltado aos anos finais do ensino fundamental sob um olhar semântico.

Abstract

In this work, we dedicate ourselves to the investigation of the discourses of the Common National Curriculum Base (BNCC) – normative document for Brazilian Basic Education – which started to guide the preparation of textbooks around 2018. For this, we focus on the study of Discourse Analysis that is proposed by Orlandi (1999), in order to analyze the document and, subsequently, the materiality of the textbook selected for analysis. We believe that this theoretical-methodological foundation is essential for us to understand the discursive effects on the teaching of Portuguese Language. For the elaboration of this work, we tried to think in what way the Portuguese language textbooks have been shown to be aligned with the BNCC discourses through the bibliographical research. To do so, we had access to the PNLD 2020 call notice, the Guide that discusses the approved works and the BNCC. Among the approved collections, we singled out the “Portuguese: connection and use” collection and the focus of analysis was the 7th grade textbook. We investigated how the authors organized this material, considering the guidelines of this document, both in the Student´s Book and in the Teacher´s Book. We went deeper, specifically, with regard to semantic issues, as we infer that the BNCC considers work with Semantics of great importance, given that the perception of meanings can significantly contribute to the teaching and learning process. Therefore, we promote our analysis from a unit that develops the work with polysemy and that promotes the perception of the meaning effects that words can provide to a textual genre. The analyzes built on that there is evidence of work with Semantics as suggested in the BNCC.