Bakhtinian architecture as a theoretical-methodological proposal for the analysis of the Common National Curriculum Base (BNCC)
In this article, we explore bakhtinian architecture as a theoretical-methodological concept to analyze the main Brazilian curriculum guideline, the Common National Curriculum Base (BNCC). From the categories of chronotope, author, form, content and style, we analyzed the Portuguese language componen...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Federal de Sergipe (UFS) |
| Repositorio: | Travessias Interativas |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.ufs.emnuvens.com.br:article/18115 |
| Acesso em linha: | https://periodicos.ufs.br/Travessias/article/view/18115 |
| Access Level: | acceso abierto |
| Palavra-chave: | Arquitetônica bakhtiniana BNCC Ensino Médio Língua Portuguesa Linguística Aplicada Bakhtinian architectural High school Portuguese language Applied Linguistics. |
| Resumo: | In this article, we explore bakhtinian architecture as a theoretical-methodological concept to analyze the main Brazilian curriculum guideline, the Common National Curriculum Base (BNCC). From the categories of chronotope, author, form, content and style, we analyzed the Portuguese language component of the High School stage, approved in 2018. We highlight the production as multi-author, socioculturally inserted in a political dispute for the takeover after the coup of 2016, which culminated in the impeachment of the then president of Brazil, Dilma Rousseff. Through architecture, we scale the complexity of BNCC beyond its linguistic materiality. In our study, we have seen how the spaces for production, circulation and reception of a document with a national impact are articulated with a space-time of utilitarian neoliberal ideology and how the authorship of such a document reveals the interests of hegemonic academic studies and research. In the case of the Portuguese Language component, there is only the representation of authorial voices from the Southeast region, in addition to the silencing of the voice of Basic Education teachers. The text does not take into account the enormous plurality of students who attend Brazilian schools, nor does it reflect on the structural abyss that exists between public and private schools in our country. |
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