PRÁTICAS E CAMPOS DE ATUAÇÃO

O DIÁLOGO ENTRE SEMIÓTICA E ENSINO

Abstract

This article is based on the theoretical and methodological referential of French Semiotics and aims to mobilize concepts that comprise both the framework of discursive Semiotics and the model of the levels of relevance of semiotic analysis proposed by Jacques Fontanille. On this basis, the objective is to establish the intersection between the notion of semiotic practice and the educational practice, as processed with the official documents that standardize the common Brazilian national curriculum in basic education. The hypothesis that directs the paper is that it is possible to mobilize the semiotic knowledge cited to understand the organizing categories of the National Common Curricular Base (BNCC) called “fields of action”, insofar as they refer to the different spheres of human activities, spheres that imply the practices corresponding to each one of them. This comprehension considers that, in order to fulfill the school's commitment to the integral education of the student, it is necessary that the teaching-learning process provides students with experiences that contribute to the expansion of their literacies, in order to enable meaningful and critical participation of students in different social practices. Therefore, the aim of this research is to discuss the contributions that theory has to offer to educational practice, by offering resources for efficient work with the categories mentioned, thus guaranteeing the development of competences and skills that all students are expected to develop throughout basic schooling.