The interference of the Multiliteracies Pedagogy in the Portuguese Language National Common Core Curriculum (BNCC) of Elementary Education

Abstract

In this work, we propose to analyze the National Common Curricular Base (BNCC) of Portuguese Language in the Final Years of Elementary School, focusing on the proposal of multiliteracies. This is an excerpt from a master's research in progress. As this is a study still in the process of being concluded, we will present in this article the results referring to our first analytical category, which is based on the following investigative question: how is the proposal of multiliteracies presented in the BNCC of Portuguese Language of the Final Years of the Elementary School? Thus, we present a comparative analysis between the BNCC and the approach of the Pedagogy of Multiliteracies, taking as an analytical focus the texts referring to the introductory section (p. 67-86), as well as the fields of action (artistic-literary field, field of practical of study and research, journalistic-media field and field of action in public life) — described in the sections referring to language practices, intended for the Final Years of Elementary School. Furthermore, we interpret to what extent the theoretical-conceptual bases arising from the Pedagogy of Multiliteracies are placed in the BNCC of Portuguese Language for the Final Years of Elementary School. The theoretical contribution is anchored in KALANTZIS, COPE; PINHEIRO (2020); RIBEIRO (2020); CAZDEN ET AL (2021); NOVA LONDRES GROUP, (2021); between others. As for the methodology, we resorted to the qualitative approach based on interpretivism, using the procedures of documentary research. Partial results indicate that the BNCC of Portuguese Language for the Final Years of Elementary School is coated with concepts arising from the Pedagogy of Multiliteracies, although these concepts are not directly associated with the theory of LNG (Grupo Nova Londres).