Base nacional comum curricular (BNCC), bilinguismo, leitura em língua adicional e estratégias: abordagens e discussões
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-29
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
102
jan./dez.
46
102
jan./dez.
Coleções
Resumo
Esta pesquisa, de caráter bibliográfico e documental, visa esclarecer se e de que forma a Base Nacional Comum Curricular (BNCC) aborda os temas bilinguismo, leitura em L2 e estratégias de leitura no corpo do documento. Para tanto, foram analisados os cinco eixos organizadores da regulamentação: oralidade, leitura, escrita, conhecimentos linguísticos e dimensão intercultural, com foco na leitura e nos seus desdobramentos: as unidades temáticas, os objetos de ensino e as habilidades, além das competências específicas de língua inglesa para o Ensino Fundamental. As conclusões apontam que o documento apresenta um debate válido sobre as habilidades que precisam ser desenvolvidas em sala de aula com relação ao desenvolvimento bilíngue, uma vez que traz ideias para o professor expandir as potencialidades linguísticas dos alunos. Todavia, o documento demonstra falhas quando não demonstra ter embasamento científico em suas afirmações, não desenvolve com propriedade os conceitos relacionados à leitura, bem como não deixa claro quais são os objetivos a partir da leitura em Língua Adicional. Além disso, o caráter normatizador do documento faz com que o professor fique com a sua prática, de certa maneira, limitada, uma vez que a BNCC determina quais os conteúdos inerentes a cada ano escolar. Participam do debate teórico autores como Kleiman (1985; 2011; 2013), Souza e Garcia (2012), Alliende e Condemarín (2005), Craik, Bialystok e Freedman (2010), Godoy e Dias (2014), Santos (2013) e Grosjean (1997; 2012).
This research, of bibliographic and documentary character, aims at clarifying if and how the Brazilian Base Nacional Comum Curricular (BNCC) addresses the themes of bilingualism, additional language reading and reading strategies in the body of the document. To this end, the five organizing axes of regulation were analyzed, including orality, reading, writing, linguistic knowledge and intercultural dimension, focusing on reading and its consequences: the thematic units, teaching objects and skills, in addition to the specific skills of English language for the Elementary Degree. The conclusions suggest that the document presents a valid debate about the skills that need to be developed in the classroom regarding bilingual development, since it brings ideas for the teacher to expand the students' linguistic potentials. However, the document shows flaws when it does not demonstrate to have a scientific basis in its statements, does not properly develop the concepts related to reading, nor does make it clear what are the objectives from reading in English as L2. In addition, the document's normative character makes teachers’ practice somewhat limited, since the BNCC determines the content inherent to each school year. Authors such as Kleiman (1985; 2011; 2013), Souza and Garcia (2012), Alliende and Condemarín (2005), Craik, Bialystok, and Freedman (2010), Godoy and Dias (2014), Santos (2013) and Grosjean (1997; 2012) participate in the theoretical debate
This research, of bibliographic and documentary character, aims at clarifying if and how the Brazilian Base Nacional Comum Curricular (BNCC) addresses the themes of bilingualism, additional language reading and reading strategies in the body of the document. To this end, the five organizing axes of regulation were analyzed, including orality, reading, writing, linguistic knowledge and intercultural dimension, focusing on reading and its consequences: the thematic units, teaching objects and skills, in addition to the specific skills of English language for the Elementary Degree. The conclusions suggest that the document presents a valid debate about the skills that need to be developed in the classroom regarding bilingual development, since it brings ideas for the teacher to expand the students' linguistic potentials. However, the document shows flaws when it does not demonstrate to have a scientific basis in its statements, does not properly develop the concepts related to reading, nor does make it clear what are the objectives from reading in English as L2. In addition, the document's normative character makes teachers’ practice somewhat limited, since the BNCC determines the content inherent to each school year. Authors such as Kleiman (1985; 2011; 2013), Souza and Garcia (2012), Alliende and Condemarín (2005), Craik, Bialystok, and Freedman (2010), Godoy and Dias (2014), Santos (2013) and Grosjean (1997; 2012) participate in the theoretical debate
Descrição
Palavras-chave
BNCC, Bilinguismo, Estratégias de leitura, BNCC, Bilingualism, Reading strategies
Citação
ROSSO, Aline Casagrande; FONTES, Ana Beatriz Arêas da Luz. Base nacional comum curricular (BNCC), bilinguismo, leitura em língua adicional e estratégias: abordagens e discussões. Educação (UFSM), Santa Maria, RS, v. 46, n. 102, p. 1-29, jan/dez. 2021. https://doi.org/10.5902/1984644448573. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/48573. Acesso em: 2022-07-20