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: Araújo, Allyson Carvalho, Oliveira, Natália Dória
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/28991
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spelling oai:periodicos.ufrn.br:article-289912022-09-26T12:01:27Z The notion of language in the Brazilian Common National Curriculum Base of High School: dialogues with Physical Education La noción de lenguaje en la Base Nacional Común del Currículo de la Escuela Secundaria: diálogos con la Educación Física As linguagens na Base Nacional Comum Curricular do Ensino Médio: diálogos com a Educação Física Araújo, Allyson Carvalho Oliveira, Natália Dória BNCC Ensino Médio Linguagem Educação física 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. Tiene como objetivo analizar la noción de lenguaje presentada en la Base Curricular Común Nacional para la Escuela secundaria (BNCC-EM) y sus implicaciones para la Educación Física (EF). Con una metodología exploratoria-documental con enfoque cualitativo, el estudio explora la BNCC-EM utilizando el software IRAMUTEQ analizando la Clasificación Jerárquica Descendente (CJD) y analizando la similitud del término “lenguaje”. Del análisis léxico se forman cinco categorías, a saber: Sistema institucional; Expresiones y Diversidad; Juventud; elementos del lenguaje; y códigos de idioma. Los datos indican que la BNCC-EM aborda un abordaje semiótico del lenguaje, sin no lo conceptualizar, trayendo a veces elementos divergentes del mismo. Al observar la EF, observamos que el documento se enfoca en la noción de lenguaje corporal. Se concluye con la percepción de fragilidad conceptual del lenguaje en la política educativa, así como la fragmentación de sus expresiones en detrimento de una perspectiva de polialfabetización. Objetiva analisar a noção de linguagem apresentada na Base Nacional Comum Curricular do Ensino Médio (BNCC-EM) e suas implicações para a Educação Física (EF). Com metodologia exploratória-documental de abordagem qualitativa, o estudo explora a BNCC-EM com uso do software IRAMUTEQ por análise da Classificação Hierárquica Descendente (CHD) e análise de similitude do termo “linguagem”. A partir da análise lexical forma-se cinco categorias, a saber: Sistema institucional; Expressões e Diversidade; Juventude; Elementos da Linguagem; e Códigos da Linguagem. Os dados indicam que a BNCC-EM se aproxima de uma abordagem semiótica de linguagem, contudo não a conceitua, por vezes, trazendo elementos divergentes desta. Ao olharmos para EF, observamos que o documento centra na noção de linguagem corporal. Conclui-se com a percepção de fragilidade conceitual da linguagem na política educacional, bem como na fragmentação de suas expressões em detrimento de uma perspectiva do multiletramento. Portal de Periódicos Eletrônicos da UFRN 2022-09-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/28991 Revista Educação em Questão; v. 60 n. 63 (2022): jan./mar. 2022 1981-1802 0102-7735 10.21680/1981-1802.2022v60n63 por https://periodicos.ufrn.br/educacaoemquestao/article/view/28991/16114 Copyright (c) 2022 Revista Educação em Questão http://creativecommons.org/licenses/by-nc-sa/4.0
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Araújo, Allyson Carvalho
Oliveira, Natália Dória
spellingShingle Araújo, Allyson Carvalho
Oliveira, Natália Dória
The notion of language in the Brazilian Common National Curriculum Base of High School: dialogues with Physical Education
author_facet Araújo, Allyson Carvalho
Oliveira, Natália Dória
author_sort Araújo, Allyson Carvalho
title The notion of language in the Brazilian Common National Curriculum Base of High School: dialogues with Physical Education
title_short The notion of language in the Brazilian Common National Curriculum Base of High School: dialogues with Physical Education
title_full The notion of language in the Brazilian Common National Curriculum Base of High School: dialogues with Physical Education
title_fullStr The notion of language in the Brazilian Common National Curriculum Base of High School: dialogues with Physical Education
title_full_unstemmed The notion of language in the Brazilian Common National Curriculum Base of High School: dialogues with Physical Education
title_sort notion of language in the brazilian common national curriculum base of high school: dialogues with physical education
description 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.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2022
url https://periodicos.ufrn.br/educacaoemquestao/article/view/28991
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