The notion of language in the Brazilian Common National Curriculum Base of High School: dialogues with Physical Education
It aims to analyze the notion of language presented in the Brazilian National Common Curriculum Base for High School (BNCC-EM) and its implications on Physical Education (PE). With an exploratory-documentary methodology and a qualitative approach, the study explores BNCC-EM using the IRAMUTEQ softwa...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/28991 |
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| Resumo: | It aims to analyze the notion of language presented in the Brazilian National Common Curriculum Base for High School (BNCC-EM) and its implications on Physical Education (PE). With an exploratory-documentary methodology and a qualitative approach, the study explores BNCC-EM using the IRAMUTEQ software by analyzing the Descending Hierarchical Classification (DHC) and the similitude of the term “language”. From a lexical analysis, five categories are formed: Institutional system, Expressions and Diversity, Youth, Language Elements, and Language Codes. Data indicate that the BNCC-EM concerns a semiotic approach to language but does not conceptualize it and sometimes brings divergent elements. When looking at PE, we observe that the document focuses on the notion of body language. It concludes with the perception of a conceptual fragility of language in educational policy, and the fragmentation of its expressions to the detriment of a multiliteracy perspective. |
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