UM ESTUDO SEMIÓTICO SOBRE O DOMÍNIO AFETIVO DA APRENDIZAGEM

Abstract

After the promulgation of the Base Nacional Comum Curricular (BNCC) (Brazil, 2017), affectivity, as a learning modality included in the curriculum, was formally incorporated into textbooks. Considering the additional language literacy strategies present in some of these materials (Franco; Tavares, 2018a, 2018b; Franco, 2018a, 2018b), our hypothesis is that the selected approaches are insufficient to foster affective skills related to reading. It is essential to highlight that affectivity has been the subject of various debates linking educational policies, language policies, curriculum, and didactic practices (Arias, 2010, 2011; Freire, 2011; Kaneoya, 2015; Leite, 2018; Hooks, 2020), a growing trend in light of the theoretical revisions that permeate the field of languages and challenge rationalization and scientific practice. Given this context, the general objective of this study is to analyze the constitution of the affective domain of learning in the national curriculum (Brazil, 2017), considering the discussions that underpin language policies and culminate in the development of English language textbooks. The specific objectives include analyzing the affective domain in its relationship with documents that shape the national curriculum, classifying the affective skills present in the BNCC for the English Language curricular component in elementary education, in order to identify relationships between the cognitive and affective domains. Additionally, this study examines the Way to English textbook collection (Franco; Tavares, 2018a, 2018b; Franco, 2018a, 2018b) for the corresponding school levels. Methodologically, to contextualize and justify our work, we present didactic semiotics (Greimas, 1979), an analytical practice developed within Discursive Semiotics as a bridge between teaching and theory itself, representing a project of applied semiotics in education (Pereira, 2019; Portela, 2019). We also establish intersections between the notions of competencialization and responsibilization (Greimas, 1979), considered as meaning effects of didactic discourses, along with some political contextualizations and official curriculum documents (PCNs, DCNs, and BNCC – Língua Inglesa). We propose a classification of the skills corresponding to the affective and cognitive domains present in the BNCC – Língua Inglesa, aligning them with the frameworks of Bloom, Krathwohl, and Masia (1982) and Anderson et al. (2001), which enable, in the final chapter, the analysis of the aforementioned textbook collection. To support this study, we adopt the notion of interaction, as conceptualized by Discursive Semiotics, enriched by its recent tensive developments (Zilberberg, 2011; Lima, 2014; Tatit, 2019; Mancini, 2020), which also regard interaction as a process of affective appropriation of meaning. This perspective stems from the methodological propositions of the theory, which, through an analysis of ascending and descending dynamics, articulated with the intensity vs. extensivity axes and the modulation of their subcategories, allows us to observe the recurrent affective interactions in discourse. As a result, we demonstrate how affectivity appears in curricular statements and what strategies are involved in fostering skills related to this domain, particularly in connection to reading skills.

Keywords: didactics semiotics; tensive semiotics; affective objectives of learning.