Bakhtin, Paulo Freire e BNCC: estudo da palavra literária e da palavramundo em livros didáticos de português

Abstract

This study, entitled Paulo Freire, Bakhtin and BNCC: study of the literary word and the “wordworld” in Portuguese Textbooks, aims to consider whether the analyzed Portuguese textbooks (LDP) that reach public schools in the country comprise the dialogically constituted linguistic education (Bakhtin, 2011) (Carvalhaes, 2016) (Volóchinov, 2021), therefore, emancipatory according to the dialogism of the wordworld (Freire, 2021b) regarding the reading and understanding of the discursive genre (Bakhtin, 2011) poem. This perspective is close to liberating education (2021, e), and contrasts with banking education (Freire, 2021e), because in this last panorama, language and reading would be considered from closed concepts in the grammatical, structural and psychologizing analysis of the literary word; and the educational discourse is supports the competent discourse (Chauí, 2014, 2016). From the perspective of the theories studied, it also proposes the analysis of the National Common Curricular Base (BNCC), with regard to the conception of language privileged in the Portuguese Language Curricular Component regarding the reading and understanding of poems. The aim of this study is to consider whether the proposed reading of the literary word in this official document of the National Education System corroborates or not the perspectives of education and language of the thinkers who support the research. In turn, it traces a political-historiographical path of the textbook (LD), to subsequently submit for evaluation copies of the LDP for the sixth to ninth grades of Elementary School, approved by the National Textbook Program (PNLD). In these copies, the research aims to understand whether the conception of language guided by the BNCC arrives and develops in the LDP through the poetic word, to consider whether this conception approaches or distances itself from Bakhtinian and Freirean theories. Thus, the poetic word will be understood in the research as a set of ideologically constituted signs/statements, which educators-students can use to understand the world in which they are inserted, developing a continuous emancipatory process through the reading activity. The research is qualitative, bibliographical and documentary.