Conspiratorial narratives: what does the BNCC say?

Abstract

The aim of this article is to analyze how the National Common Curriculum Base (BNCC) addresses the phenomenon of misinformation associated with the production of conspiratorial narratives within the curriculum of Portuguese Language. To achieve this, we employed Critical Sociocognitive Discourse Analysis as our theoretical framework, based on Dijk's (2005, 2010) studies), mphasizing the concept of local meanings and their connection to discursive manipulation. The methodology adopted was qualitative and bibliographic, focusing on a survey of the specific skills outlined in the BNCC that regardsn to the subject. The research corpus comprised the BNCC guidelines and supplementary materials related to Portuguese Language instruction. The findings indicate a need for adjustments in the BNCC to adequately address the peculiarities of misleading texts and to highlight the existence of relevant skills in other areas that discuss the relationship between discourse and social practice. We conclude that integrating the study of conspiratorial narratives into the school environment is feasible, promoting critical literacies and a more comprehensive civic education.