Epistemological clashes between cognitive science in the national literacy policy and multilingualism in the national common curriculum base

Abstract

The present study intends to analyze the guidelines for the literacy process declared in the National Literacy Policy (PNA), with a focus on literacy, and the conception of the National Common Curricular Base (BNCC), based on literacy procedures. Thus, we problematize what are the conceptual contradictions  and theoretical-methodological options that conflict in the PNA and BNCC, implying the literacy process? As for the methodological procedures, the work is characterized as documentary research, with a qualitative approach, which allows the researcher to examine the theme under discussion. The results show the distances and conflicts between the PNA and the BNCC. In the PNA, the focus on literacy is based on the cognitive science of reading, and in the BNCC, the literacy process comprises multiliteracies.

DOI:https://doi.org/10.56238/sevened2024.002-003