Perspectivas do letramento digital na base nacional comum curricular de língua portuguesa para o ensino médio

Abstract

This work is configured as a qualitative research (ESTEBAN, 2010), with an interpretative basis, of documentary character (LUDKE; ANDRÉ, 1986; CELLARD, 2012) and is inserted in the field of language studies. This article aims to carry out an analysisof the perspectives of digital literacy in the National Common Curricular Base for the teaching of the Portuguese language in High School (BNCC / EM / LP / MEC, 2018). This is the first Brazilian document that presents the proposal to define the learningobjectives and the contents to be addressed in all schools in the national territory. The document presents the discourse that it is centered on the development of skills, with a view to achieving the integral education of young people, so that they becomecritical and autonomous, protagonists of their knowledge, through research, research and intervention. Therefore, it is essential to discuss the teaching concepts conveyed in the statements of this “new” document, which directly contributes to the training of teachers, to the elaboration of state and municipal curricula and also to the conduct of classes. For corpus analysis, we consider studies on literacy (ROJO, 2009, 2012, 2016; TFOUNI, 2010; SOARES, 1998; DUDENEY, G; HOCKLY, N; PEGRUM, M., 2016; KLEIMAN, 2006) and contributions theoretical about the notions of discursive / textual genre (BAKHTIN, 2003; BAKHTIN, VOLOCHINOV, 2006; MARCUSCHI, 2008). The data point to a perspective of work in Portuguese focused on digital literacy through textual / discursive genres that circulate in the fields of human activity.