<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782020000100207</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782019250009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tecnologias digitais, letramentos e gêneros discursivos nas diferentes áreas da BNCC: reflexos nos anos finais do ensino fundamental e na formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[DIGITAL TECHNOLOGIES, LETTERINGS AND DISCURSIVE GENRES IN DIFFERENT AREAS OF THE BNCC: REFLEXES IN THE FINAL YEARS OF ELEMENTARY AND MIDDLE SCHOOLS AND IN THE FORMATION OF TEACHERS]]></article-title>
<article-title xml:lang="es"><![CDATA[TECNOLOGÍAS DIGITALES, LITERACIDADES Y GÉNEROS DEL DISCURSO EN LAS DIFERENTES ÁREAS DE LA BNCC: REFLEJOS EN LOS AÑOS FINALES DE LA ENSEÑANZA FUNDAMENTAL Y EN LA FORMACIÓN DE PROFESORES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuza]]></surname>
<given-names><![CDATA[Ângela Francine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Flávia Danielle Sordi Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[Porto Nacional TO]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782020000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782020000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782020000100207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo analisamos os anos finais do ensino fundamental na Base Nacional Comum Curricular nas diferentes áreas de conhecimento, refletindo sobre seus impactos na escola básica e na formação de professores. O trabalho é documental, situado na Linguística Aplicada, e dialoga com os Novos Estudos do Letramento. Os dados foram gerados da análise do documento, orientada pela questão do digital proposta pela normativa. Os caminhos que orientaram as discussões: o entendimento sobre a concepção de letramento, de tecnologias digitais e a identificação de gêneros discursivos sugeridos nos componentes. Os resultados apontam práticas de letramento ideológico embasando ações sugeridas para as áreas, ainda que haja variação sobre como e o que seja usar tecnologias digitais em situações de ensino e no trabalho com gêneros. Acreditamos que os reflexos da Base Nacional Comum Curricular sobre as práticas escolares e a formação docente ainda precisam ser avaliados, a despeito dos benefícios sinalizados por ela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this article, we analyze the final years of elementary and middle schools, in the National Common Curricular Base, in different knowledge areas, reflecting on their impacts on basic school and on the formation of teachers. It is a documental paper, situated in the Applied Linguistics and it dialogues with the New Studies of Literacy. The data were generated from the analysis of the document, guided by the digital matter proposed by the normative. The paths that guided the talks: the understanding of the conception of literacy, digital technologies and the identification of discursive genre suggested in the components. The results point to ideological literacy practices based upon actions suggested for the areas, even if there is a variation about how and what it is to use digital technologies in teaching situations and in the work with the discursive genre. We believe that the reflexes of National Common Curricular Base on school practices and the formation of teachers still need to be assessed, despite the benefits signaled by it.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo analizamos los últimos años de la escuela primaria, en la Base de Currículo Nacional Común, en las diferentes áreas de conocimiento, reflexionando sobre sus impactos en la escuela primaria y en la formación de maestros. El trabajo es documental, ubicado en Lingüística Aplicada, y diálogos con los Nuevos Estudios de Alfabetización. Los datos se generaron a partir del análisis de documentos, guiados por el problema digital, propuesto por la normativa. Los caminos que guiaron las discusiones: comprensión sobre la concepción de la alfabetización, de tecnologías digitales y la identificación de géneros discursivos sugeridos en los componentes. Los resultados apuntan a prácticas de alfabetización ideológica que respaldan las acciones sugeridas para las áreas, a pesar de que existe una variación sobre cómo y qué usar las tecnologías digitales en situaciones de enseñanza y en el trabajo con géneros. Creemos que las reflexiones de Base de Currículo Nacional Común sobre las prácticas escolares y la formación docente aún deben evaluarse, a pesar de los beneficios señalados por este.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Base Nacional Comum Curricular]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="en"><![CDATA[National Common Curricular Base]]></kwd>
<kwd lng="en"><![CDATA[elementary teaching]]></kwd>
<kwd lng="en"><![CDATA[formation of teachers]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="es"><![CDATA[Base de Currículo Nacional Común]]></kwd>
<kwd lng="es"><![CDATA[enseñanza fundamental]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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