TECHNOLOGICAL ECOSYSTEMS AND DIALOGISM

REFLECTIONS ON THE BNCC IN THE LIGHT OF BAKHTIN

Abstract

This article analyzes the meanings attributed to digital technologies in the Language component of the Brazilian National Common Curriculum Base (BNCC), in the light of the Dialogic Theory of Language (DTL) developed by Mikhail Bakhtin and the Circle. It is based on the understanding that language is a social, ideological, and responsive practice, and that digital environments function as spaces of enunciation and symbolic dispute. The general aim of the study is to understand how the uses of digital technologies in Language teaching, as guided by the BNCC, can be interpreted through the lens of the DTL. The specific objectives are: to analyze the foundations of the DTL, focusing on the concepts of utterance, dialogism, and responsiveness; to investigate how the BNCC addresses the use of digital technologies within the Language component; and to reflect on the formative and discursive implications of technologies as language practices in school. This qualitative, documentary research takes the BNCC as its corpus, with emphasis on the sections addressing digital culture, media, and multiliteracies. The analysis, guided by the DTL, is organized into three axes: technology as a potential for learning; the constitution of the digital subject; and the erasure of social conflicts in the discourse about the digital. The results indicate that the curricular approach tends to adopt a performative and technicist logic, rendering structural inequalities invisible. It is concluded that the presence of digital technologies in schools must be understood from the perspective of a dialogic pedagogy that values listening, authorship, and the ethical responsibility of subjects.