This work discusses the National Common Curricular Base (BNCC) of the final years in
elementary school, focusing on the way in how the document appropriates the concept of
discourse genres, relating the national document to the theoretical contributions of Bakhtin
(2011), Marcuschi (2011) and Rodriguez (2011). The authors discuss discourse genres as a
relatively stable types of statements, constituted by a thematic unit, style and compositional
form specific to instances of interaction. The research is a theoretical study associated with
document analysis, conducted in the light of the dialogic theory of discourse genres, which
aims to identify how discourse genres are proposed for work in the classroom, relating them
to if, still, to the construction of a critical and participative perspective of the interactions in
the formation of the students. The approach also considers the pedagogical issue of the
teacher. The text of the BNCC constitutes the empirical material of this analysis, being
consulted the volume dedicated to the studies of the 6th to 9th grade for the final years of
Elementary School. The results appoint to the fact that the BNCC, even though, is a legal
genre, it is supported by theoretical perspectives constituted in the field of dialogic language
studies to anchor the conceptual bases on discourse genres.
|
