Detalhes bibliográficos
| Autor(a) principal: |
Freitas, Mirella de Oliveira |
| Data de Publicação: |
2021 |
| Tipo de documento: |
Artigo
|
| Idioma: |
por |
| Título da fonte: |
Revista Educação e Políticas em Debate |
| Texto Completo: |
https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/60222
|
Resumo: |
This article analyzes how the linguistic and textual-discursive dimensions were associated with the didactic-methodological proposals of the Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), an official Brazilian program of continuing teacher training, launched in 2012 and came to an end in 2018. Through qualitative and documentary research, we investigated the formative notebooks of the program from 2013, focused on the Portuguese Language (beginning literacy, reading and writing). The program is brought back in order to contribute to the current demands of strengthening literacy studies, in the face of the defense of a technical and supposedly neutral literacy. The results indicate challenges regarding the articulation of these dimensions as a means of bringing school practices closer to broader social interaction situations. |