A BNCC e os fundamentos para uma prática pedagógica de heteroglossia e translinguagem na Educação Infantil Bilíngue

Abstract

This dissertation aimed to investigate the foundations for a pedagogical practice of heteroglossia and translanguaging in Bilingual Early Childhood Education, based on their references in the Base Nacional Comum Curricular (BNCC — Brazil, 2018) and articulated with theoretical contributions from the research area, in their implications for the Curriculum. Within this scope, the Base Nacional Comum Curricular was examined in its conceptions of Early Childhood Education, Integrality and learning rights. In this context, the study sought to highlight how Early Childhood Education is recognized as a foundational stage of Basic Education, moving away from assistentialist and preparatory perspectives. The research advocates for a heteroglossic view and practice of languages, understanding them as dynamic and hybrid repertoires composed of multiple voices. Translanguaging, in turn, is understood as a pedagogically appropriate practice that enables the mobilization of children’s entire linguistic repertoire for meaning building, thereby supporting the development of their personal and social identities. Moreover, the study examined the impacts of monoglossic and subtractive models— predominant in many schools—that weaken identities and render family repertoires invisible, in contrast to additive and intercultural models that foster belonging and promote curricular justice. It was concluded that a practice grounded in heteroglossia and translanguaging in Bilingual Early Childhood Education can contribute to strengthening children’s agency, valuing linguistic and cultural diversity, and achieving the learning rights established by the BNCC, thus consolidating a more democratic, inclusive, and decolonial education