Online news in high school portuguese language class: critical literacies according to BNCC

Abstract

This article aims to evaluate the treatment given by BNCC to the possible contributions of critical literacy theories to the teaching of reading aimed at high school students. To achieve the scope, we adopted an approach aimed at reading the textual genre of online news, from the perspective of Applied Linguistics in dialogue with Materialistic Discourse Analysis. We adopted qualitative research of an exploratory, documentary and bibliographic nature as a methodology, based on data collection from normative instruments as well as academic and scientific productions on the subject. A conception of reading teaching based on the online news genre based on critical literacy must be premised on understanding the processes of constitution of social subjects, readers, actors, crossed by ideologies that support the various circulating discourses. The BNCC, by privileging an approach aimed at multiliteracies and mainly new literacies in Portuguese language classes, takes the focus away from the indispensability of critical literacies, not making clear the meaning of “critical training” that should be sought in teaching processes. The Base's constituent linguistic policy translates into a curriculum that does not meet the complexity characteristic of the school and does not provide guidance on how it is possible to promote an education that encourages actions aimed at making society more just and humane.