BNCC in a dialogical perspective: focusing alterity in contemporary political-pedagogical discourse

Authors

DOI:

https://doi.org/10.31513/linguistica.2021.v17n2a40775

Keywords:

BNCC, alteridade, políticas educacionais.

Abstract

This article aims to discuss how the institutional discourse of the BNCC (Common National Curriculum Base) relates to alterity in its positions on Brazilian education. From the light of Bakhtinian thought on alterity (BAKHTIN, 2011), some excerpts from the BNCC are used in a dialogical (BAKHTIN, 2010; SOBRAL; GIACOMELLI, 2016; MAGALHÃES; SILVA, 2016) and indiciary analysis (GINZBURG, 1986), in order to understand which axiological positions run through the institutional discourse of BNCC when dealing with alterity in the contemporary Brazilian political-pedagogical context. Results of the analysis indicate the presence of at least three distinct axes that guide the conception of alterity in the BNCC and that reflect and refract historical, cultural, social and discursive legacies that are still a constant in the identity formation of Brazilians.

Author Biography

Guilherme Brambila, Universidade Federal do Espírito Santo

Doutor em Linguística pelo programa de pós-graduação em Estudos Linguísticos da Universidade Federal do Espírito Santo (PPGEL-UFES). Mestre em Linguística pelo programa de pós-graduação stricto sensu da mesma universidade. Licenciado em Letras - Língua Portuguesa pela mesma instituição. Licenciado em Língua Inglesa pela Universidade Estácio de Sá. Tem experiência no ensino de Língua Portuguesa como língua materna e adicional. Compõe o corpo editorial da revista PERcursos Linguísticos (UFES). Realiza pesquisas inseridas nos estudos bakhtinianos, com interesse em produção textual em contexto escolar e acadêmico e Análise Dialógica do Discurso. Faz parte do GEBAKH (Grupo de Estudos Bakhtinianos), na Universidade Federal do Espírito Santo.
capa v.17 n2

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Published

2021-06-21

Issue

Vol. 17 No. 2 (2021): Linguistics and Education

Section

Articles

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