O discurso sobre a especificidade educativa das histórias em quadrinhos na Base Nacional Comum Curricular (BNCC)

Abstract

Anchored in the nexus between education, visuality, and discourse, this research, situated in the line of Cultural Studies of Education (ECE), aimed to analyze and describe the discourse on the educational specificity of comics in the BNCC in order to answer the following central problem: What are the enunciative conditions of possibility of existence of the discourse on the educational specificity of comics in the BNCC? For this, we adopted the theoretical and methodological approach of the Archaeological Analysis of Discourse (ADD), proposed by Michel Foucault (2008) in his work The Archaeology of Knowledge. The investigative procedures used followed the following steps, inspired by Alcantara and Carlos (2013): mapping of the documents, analysis of the enunciative zone of discourse, and description of the enunciative series that weave the order of discourse. Although comics occupy an increasing space in academic research and because they are a cultural object of appreciation and consumption by children and adults, the making of this research was justified by the need to give discursive visibility to the educational functions of this visual genre, in particular. Moreover, this artifact presents itself with a recognized educational and pedagogical function and as a content elected by the BNCC educational policy in the area of Languages to be inserted in a mandatory manner in the school curriculum of Basic Education. The primary source chosen for the starting point of the archaeological analysis was the latest version of the National Common Curricular Base (BRASIL, 2018b), specifically focused on the findings referring to the stage of the initial years of Elementary Education. At the end of the path of archaeological description, we identified that in the discursive interweaving of the domains of Human Rights, Visual Arts, and Portuguese Language, a set of enunciative series is forged that, intertwined, work as conditions of possibility for what can be said about the order of discourse on the educational specificity of comics in the BNCC. We also signal, as results of our analysis, the identification of some educational functions of comics found in the order of discourse in question, namely: the artistic-experimental function, the artistic-cultural function, the epistemic-playful function, the interdisciplinary didactic-pedagogical function, the semiotic-interactive function, the aesthetic-playful function, the semantic-creational function, the discursive-communicative function, and the critical-media function.