Leitura nos anos iniciais do ensino fundamental na perspectiva dos parâmetros curriculares nacionais (PCN) e da base nacional comum curricular (BNCC)

Abstract

The present work investigates reading from the perspective of the National Curricular Parameters (PCN) and the National Curricular Common Base (BNCC). It has to analyze the reading conceptions in early years of Elementary School from the perspective of these two important national documents. This study arises due to the importance of emphasize what these documents show as there are many innovations (and some setbacks) in the National Curricular Common Base (BNCC) in relation to what the previous curriculum document proposed for work with reading at school, or the Portuguese Language National Curriculum Parameter (PCN). Methodologically, the research is organized in three phases. At first, the Bibliographic Research allowed a greater understanding of the topic under study, as well as new opinions on the subject. In the second moment, a State Knowledge Survey was carried out on the publications that cover the theme of this TCC, on the SciELO platform, to know what has been said about this theme. Finally, a Documentary Research was carried out. To this end, the PCN and BNCC documents were analyzed, both curricular references elaborated by the Ministry of Education (MEC), in order to be able to compare them. The study results indicate that the BNCC came to add in a positive way, as it presents several advances, such as the expansion of the concept of the text, both visual, oral or digital. It also brings a special focus on orality, in addition to being in the BNCC that semiotics had space. However, it is also possible to emphasize some setbacks in relation to the PCN, mainly in relation to the privilege of phonological and grammatical issues.