Conhecimentos previstos nas diretrizes curriculares nacionais para o ensino de língua portuguesa na educação básica : o gênero textual editorial como centralidade do trabalho pedagógico

Abstract

The teaching of the Portuguese language in the basic education, as guided by the national curriculum guidelines (Brazil, 2017) and the theoretical reference studies (Geraldi, 2006; Marcuschi, 2008; Antunes, 2003), should adopt text as the central focus of pedagogical work. This perspective is based on the bakhtinian conception that the language materializes in texts situated in real contexts of use, allowing students to understand it as an instrument of social interaction rather than a system of abstract rules. Based on this premise, this research analyzes how the Base Nacional Comum Curricular (BNCC) presents essential knowledge to ensure the centrality of text in the Portuguese language teaching, with an emphasis on the editorial genre in the final years of elementary education. Methodologically, this is a qualitative study, based on the theory of textual genres (Bakhtin, 1997; Adam, 2008; Bronckart, 2003), which takes the BNCC as a documentary corpus. The results show that the document organizes essential knowledge around the text, integrating the four language practices - reading, text production, orality, and linguistic/semiotic analysis - and highlighting the communicative, thematic, and compositional/stylistic dimensions of genres. Specifically in the case of the editorial, a genre belonging to the journalistic -media field, it was found that the defense of its centrality in the BNCC is directly related to its effectiveness in developing students’ critical thinking, argumentative capacity, and linguistic - discursive competencies.