From BNCC to state curricular mediators

didatization of practices from the perspective of Multiliteracies

Abstract

This article aims to reflect on how curricular mediators have, within the Portuguese language component on basic education, treated didactic-methodologically the perspective of multiliteracies (NEW LONDON GROUP, 2021; CAZDEN et al, 2021), from the anchorage that BNCC offers for the expansion of the understanding of practices and genres discourses that can be inserted in the component, in view of the stage of the final years of elementary school. The methodological foundation is in Geraldi (2012) through the collation of texts, whether normative, such as BNCC theorists, such as the New London Group (ROJO; MOURA, 2012; ROJO; BARBOSA, 2015; NEW LONDON GROUP, 2021; CAZDEN et al, 2021) and didactic, as the Learning Situation, from the book Curriculum in Action (SÃO PAULO, 2022), of the seventh year, with a view to the valuable constructions of multiliteracies in the didatization of contemporary practices of language. Thus, it is expected that this article can contribute to the reflections not only on the implementation of BNCC by basic education, but also on how the perspective of multiliteracies has been didactically implemented.