BNCC and the Portuguese Language in High School: Perspectives, Interfaces and Human Law

Abstract

The article discusses the BNCC for Secondary Education in Portuguese, with regard to the guidelines for the development of teaching material in line with the National Program for Education in Human Rights (PNDH) in an attempt to think about teaching in the mother tongue, not just for through guidelines, but rather as a human right. Two textbook reviews, approved by the PNLD in 2021, by the Brazilian publishers, FTD and Moderna, were chosen for analysis. The first entitled Thinking, Feeling and Acting and the second, Education for Life. The analysis is based on guiding principles of Critical Freirian Pedagogy (FREIRE, 1987; 1992; 1997) and Critical Applied Linguistics (hereinafter LAC) (PENNYCOOK, 1990; 1998; 1999; 2001; 2006; 2007; PENNYCOOK; MAKONI, 2020) in relation to PNEDH and BNCC guidelines. In section 1, the basic foundations of LDB/71, LDB/96, the 1988 Legislation and the PNEDH are privileged, in order to better contextualize the teaching of Portuguese, in line with the Freirian Critical Pedagogy and the Critical Applied Linguistics. In section 2, the guiding principles of the BNCC and the analysis of two reviews referring to the two books approved in PNLD/2021 for High School of Portuguese Language.

Keywords

• bncc
• portuguese language
• high school