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The National Common Curricular Base (BNCC, 2016) emerges as a result of a discussion about the need for a common curriculum for the country and proposes for each area of knowledge the contents that should compose the curricula of the schools. Thus, taking into account the area of Languages and the discipline of Portuguese Language, we can see that theoretical options are made during the elaboration of this document, however they are not indicated. For this reason, this paper focuses on the (de)-construction (Le Goff, 1997) of the conceptual and structural architecture of this second version of the document at the secondary level. Based on documentary research, based on a qualitative-interpretative basis and situated in the critical-collaborative field of Applied Linguistics (LA), we sought to investigate Didactic Transposition (Chevallard, 2001), namely, the passage from scientific knowledge to scholarly knowledge, which (re)-defines teaching objects. Therefore, it is important to forcefully unveil the theoretical configuration that emanates from this document as well as the implications for teaching. For this investigation, we rely on the theory of Didactic Transposition, Chevallard (2001, 1991), Leite (2007), Marandino (2004); Textual Linguistics, Bentes (2004), Brait (2016), Koch (2009); plus Curriculum Studies, Silva (2005), Macedo (2012) and Moreira (2009), to analyze the concept of textual production in this document. The results point to the erasure of theoretical affiliations and a conceptual inaccuracy, which may lead to reading complications. In addition, there is a recurrent link to the grafocentric notion of text, resulting in a less pedagogical view of the teaching object in question. [ABSTRACT FROM AUTHOR]

Copyright of Calidoscópio is the property of Universidade do Vale do Rio dos Sinos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this research was to analyze the concepts that underlie the reading comprehension questions of Provinha Brasil. Our specific objectives were: 1. To point out the reading skills assessed in Provinha Brasil. 2. To describe the conceptions about reading claimed by PCN .3. To relate the conceptions about reading identified at Provinha Brasil to the ones present in PCN. We have mainly relied on the studies on conceptions about reading postulated by Koch and Elias (2006), on formative assessment, as presented by the Hadji (2001), and on large-scale assessment, as presented by KEMIAC (2011). While relating Provinha Brasil to PCN, we have observed that the conceptions about reading identified in Provinha Brasil partially meet the concepts claimed by PCN for Elementary School, since Provinha Brasil has questions centered on language as a code. However, this is not the conception about reading that, according to the PCN, enables students to become competent readers, since this competence would only be acquired when language is seen as interaction. We found that Provinha Brasil addresses reading predominantly through questions that focus on the text, at the expanse of questions that focus on reading as social interaction. [ABSTRACT FROM AUTHOR]

This article has the main objective of discussing three literacy approaches: critical (BARTON; HAMILTON, 2000, GEE, 2000), sociopragmatic (MEY, 2001) and socio-rhetoric (BAZERMAN, 2007). Based on this discussion, it is possible to observe that the defenders of these approaches share the same principle, although they use different names and stress different aspects - both the social and individual factors seem to interfere in the format of the literacy practices demonstrated by the subjects. [ABSTRACT FROM AUTHOR]

this article has two objectives: (1) to describe the Literacy History (LH) of those candidates to entrance exam of the Federal University of Campina Grande (UFCG) and (2) to analyze the relationship between the mobilization of literacy practices both in the compositions and in the candidates' LH. The data indicate that the Literacy History composed of school literacy practices was not enough for candidates to attend the literacy practices required by the exam. However, those who demonstrated an LH punctuated by writing experiences acquired outside the school attended more adequately to what was requested in textual production. [ABSTRACT FROM AUTHOR]