<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000100106</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i56.4405</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A INTERFERÊNCIA DA PEDAGOGIA DOS MULTILETRAMENTOS NA BNCC DE LÍNGUA PORTUGUESA DO ENSINO FUNDAMENTAL]]></article-title>
<article-title xml:lang="en"><![CDATA[THE INTERFERENCE OF THE MULTILITERACIES PEDAGOGY IN THE PORTUGUESE LANGUAGE NATIONAL COMMON CORE CURRICULUM (BNCC) OF ELEMENTARY EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LA INTERFERENCIA DEL LA PEDAGOGIA DE LOS MULTILETRAMIENTOS EN LA BASE NACIONAL COMÚN CURRICULAR (BNCC) DE LENGUA PORTUGUESA EN LA EDUCACIÓN PRIMARIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Justino]]></surname>
<given-names><![CDATA[Rogéria Dantas de Melo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Roziane Marinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Campina Grande - UFCG  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>56</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo propõe-se a analisar a Base Nacional Comum Curricular (BNCC) de Língua Portuguesa dos Anos Finais do Ensino Fundamental, com foco na proposta dos multiletramentos e suas relações com a Pedagogia dos multiletramentos. Trata-se de um recorte de uma pesquisa de mestrado, situada na área de Educação (PPGEd/UFCG). O aporte teórico se ancora em: Cazden et al. (2021); Grupo Nova Londres (2021); Kalantzis, Cope e Pinheiro (2020), Ribeiro (2020), entre outros. Quanto à metodologia, recorreu-se à abordagem qualitativa de base interpretativista, utilizando os procedimentos da pesquisa do tipo documental. O Corpus é composto de excertos de textos da BNCC, cuja análise busca evidenciar as marcas de relações entre a proposta de multiletramentos enunciada no documento e a Pedagogia dos Multiletramentos. O foco analítico recai sobre os textos da seção introdutória da BNCC e sobre os campos de atuação descritos na seção referente às práticas de linguagem. Nossa conclusão é de que a proposta de multiletramentos da BNCC de Língua Portuguesa &#8211; Anos Finais do Ensino Fundamental configura-se, predominantemente, a partir de conceitos e diretrizes da Pedagogia dos Multiletramentos, apresentando conceitos fundamentais dessa abordagem e priorizando o desenvolvimento de habilidades de leitura, escuta e produção de textos em várias mídias e semioses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[SUMMARY This article aims to analyze the National Common Curricular Base (BNCC) of Portuguese Language for the Final Years of Elementary School, focusing on the proposal of multiliteracies.This is an excerpt from a master&#8217;s degree research, located in the area of Education (PPGEd/UFCG).The theoretical contribution is anchored in: Cazden et al. (2021); New London Group (2021); Kalantzis, Cope and Pinheiro (2020), Ribeiro (2020), among others.As for the methodology, a qualitative approach with an interpretive basis was used, using documentary research procedures. The Corpus is composed of excerpts from BNCC texts, whose analysis seeks to highlight the marks of relationships between the multiliteracies proposal set out in the document and the Pedagogy of Multiliteracies.The analytical focus is on the texts in the introductory section of the BNCC and on the fields of activity described in the section relating to language practices.Our conclusion is that the multiliteracies proposal of the BNCC of Portuguese Language &#8211; Final Years of Elementary Education is predominantly based on concepts and guidelines from Multiliteracies Pedagogy, presenting fundamental concepts of this approach and prioritizing the development of reading skills , listening and producing texts in various media and semiotics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo se propone analizar la Base Nacional Común Curricular (BNCC) de la Lengua Portuguesa de los últimos años de la Educación Fundamental, con énfasis en la propuesta de los multiletramientos y sus relaciones con la Pedagogía de los Multiletramientos. Se trata del recorte de una investigación de maestría, situada en el área de Educación (PPGEd/UFCG). El referente teórico se sustenta en: Cazden et al. (2021); Grupo Nueva Londres (2021); Kalantzis, Cope y Pinheiro (2020), Ribeiro (2020), entre otros. En cuanto a la metodología, se recurrió al abordaje cualitativo de base interpretativa, utilizando los procedimientos de la investigación de tipo documental. El corpus es compuesto de fragmentos de textos de la BNCC, cuya análisis busca evidenciar las marcas de las relaciones entre la propuesta de multiletramientos enunciada en el documento y la Pedagogía de los Multiletramientos. El énfasis recae sobre los textos de la sección introductoria de la BNCC y sobre los campos de actuación descritos en la sección referente a las prácticas de lenguaje. Nuestra conclusión es que la propuesta de multiletramientos de la BNCC de Lengua Portuguesa &#8211; últimos años de la Educación Fundamental se configura, predominantemente, a partir de conceptos y directrices de la Pedagogia de los Multiletramientos, presentando conceptos fundamentales de esta abordaje y priorizando el desarrollo de habilidades de lectura, escucha y producción de textos en varios medios y semiosis.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia dos Multiletramentos]]></kwd>
<kwd lng="pt"><![CDATA[Gêneros discursivos]]></kwd>
<kwd lng="pt"><![CDATA[Multimodalidade]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[Multiliteracies Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Discursive genres]]></kwd>
<kwd lng="en"><![CDATA[Multimodality]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía de los Multiletramientos]]></kwd>
<kwd lng="es"><![CDATA[Géneros discursivos]]></kwd>
<kwd lng="es"><![CDATA[Multimodalidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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