BASE NACIONAL COMUM CURRICULAR: UM TRABALHO DE ANÁLISE LINGUÍSTICA PELO OLHAR DA SEMÂNTICA DA ENUNCIAÇÃO

Abstract

This work has, as an analysis layer, a document of normative character that parameterizes the Brazilian education, the National Common Curricular Base (BNCC), whose theoretical support is based, according to the document itself, on na enunciative-discursive perspective of language. Thus, this research intends to verify how this theoretical assumption is supported by the BNCC. As a result, in the perspective of what is proposed by the National Base, this work problematizes to what extent the presented enunciative bias contributes to the systematized organization of pedagogical actions, in language studies, considering that, as a concept is presented, all following practice must be correlated with the foundations that such a definition establishes. Therefore, this analysis is anchored in the theoretical assumptions established by the Semantics of Enunciation, but also performs a panoramic look over different enunciative theories, in order to validate the thesis that the BNCC performs an intersection between such theories, not assuming, therefore, a uniform look over the idea of Enunciation. Once this validation is presented, as a result of the analyzes carried out, we arrived at the understanding that the enunciative perspective is presented in a diffuse and unsystematic way in the BNCC. In view of this, a proposal for a didactic transposition of linguistic analysis activities is developed, guided by the assumptions of the Semantics of Enunciation, with the objective of systematizing theoreticalpractical-methodological procedures that support a semantic-enunciative approach of the pedagogical work.

Keyword: National Common Curriculum Base. Semantics of Enunciation. Construction nominal. Teaching.