ENSINO DE LÍNGUA PORTUGUESA E TECNOLOGIAS DIGITAIS: ANÁLISES SOBRE DOCUMENTOS OFICIAIS

Abstract

This research aims at examining how the use of DICT is part of school curriculum and teacher education by analysing and comparing the following documents: “BNCC de lingua portuguesa do Ensino Medio” (BRASIL, 2018) and “DCN para formacao inicial” (BRASIL, 2015). Besides considering the prescribed curriculum for primary and secondary education, teacher training cannot overlook the documents which change the organisation of education cycles, such as “Reforma do Ensino Medio” (BRASIL, 2017). This analysis has shown that BNCC aims at approaching DICT in its pedagogical proposal when suggesting multimodal discursive genres (ROJO, 2017), observing the new forms of sociability (SALOMAO, 2018). We intended to encourage discussions about the importance of considering teacher education through a new perspective, as well as about the need to articulate this to investments in public education, taking into account that BNCC implementation is something that teachers will have to be prepared for.