Letramento digital e BNCC: sentido e significado no diálogo de Vigotski e Bakhtin

Abstract

The research on screen was oriented by the inquiry around the senses and meanings of digital literacy being present on BNCC, on the scope of portuguese language teaching on the final years of middle school? Theoretically anchored to Vigotski and Bakhtin, aimed to comprehend that senses on the digital literacy are present on BNCC, on the teaching scope of portuguese language of the final years of middle school and more, specifically, had as goals: Characterized the constitution of the relationship between information/digital society and the historical construction of Base Nacional Comum Curricular ii.) Comprehend the digital literacy from the sense and meaning conceptions in Vigotski and Bakhtin and iii) problematize the portuguese language teaching organization to the final years of middle school on the scope of the Common Curricular National Basis as far as digital literacy is concerned. In methodologic terms it is oriented by the theoretic-epistemological assumptions of the historic-dialetic materialism, from where the demand of a critical investigative posture comes from, bringing attention to the relations of moving object and in contradiction. In view of the demand put by the object, the methodologic approach bases itself on the indiciary/mricogenetic paradigm, particularly on the Ginzburg (2011) and Góes(2000) contributions. The work is a result of an investigation performed from the dialogue between the digital literacy and the Common Curricular National Basis, from the sense and meaning concepts undertaken by the theorectical lenses of Vigotski and Bakhtin, in which it was valued of a thorough research in theoretical referentials as Castells (2000), Lemos (2013), Lévy (2018), Santaella and Lemos (2010), Belloni (2012), Marcuschi and Xavier (2004), Rojo (2009; 2013), Vigotski (1991; 1998; 2003; 2007; 2009; 2009; 2010) and Bakhtin (2003; 2004; 2004). Beyond these authors, a detour (KOSIK, 1976) was fit in this chapter in many other pivotal works that run through books, articles and official documents of researchers who investigate the theme. The a posteriori analysis cathegories highlighted were the privileged literacy by the digital culture, content Fragmentation, pseudodialogism and the education speech Fallacy as instrument of democracy and equality. The results, in a general way, evidence that digital literacy proposed by the investigated document signals for a distancing that values the human development, to understand that the excessive teaching of discursive genres does not come crossbred with scientific knowledge, forbidding the devolopment of superior thought functions. Besides that, it does not value the social practices to the emancipation of the subject, turning it into a practical and utilitary subject, under the prism of an educational model turned to the capitalistic economy. In a nutshell, there is no education towards the overcoming of a class division that gathers thought and work that was abstracted on the development process of capitalism. The present undertaking showed that its first-hand scientifical and social relevancy by information and produced knowledge, in which scientifically could stir up new studies and that will socially contribute with teachers in their pedagogical practices.