Teaching of alphabetical writing in the PNLD evaluation criteria (1998-2016): What knowledge and skills were contemplated?

Detalhes bibliográficos
Autor(a) principal: da Silva, Alexsandro
Data de Publicação: 2021
Outros Autores: Gomes de Morais, Artur
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/17770
Resumo: This article presents the results of a study that aimed to analyze the criteria for evaluating literacy books or collections, instituted between 1998 and 2016, within the scope of the Programa Nacional do Livro Didático – PNLD (National Program for Textbooks).The focus was on the knowledge and skills related to the alphabetical writing system contemplated in these criteria in the Textbook Guidelines. The results showed: the first two editions of the Program contained few criteria related to this teaching axis, while the following editions progressively presented a growth in the number and diversity of knowledges/abilities which were evaluated. It was concluded that, initially, there seemed to be a certain contribution from the Program to the “literacy disinvention” in Brazil, but since 2010, there has been a gradual quest for conciliation between the teaching of the alphabetic writing system and reading practices and production of texts of different written genres, in the perspective of literacy with texts. Keywords: Teaching of alphabetic writing. Literacy textbooks. Evaluation of textbooks. PNLD.
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spelling Teaching of alphabetical writing in the PNLD evaluation criteria (1998-2016): What knowledge and skills were contemplated?La enseñanza de la escritura alfabética en los criterios de evaluación del PNLD (1998-2016): ¿Qué conocimientos y habilidades eran contemplados?O ensino da escrita alfabética nos critérios de avaliação do PNLD (1998-2016): Que conhecimentos e habilidades eram contemplados?This article presents the results of a study that aimed to analyze the criteria for evaluating literacy books or collections, instituted between 1998 and 2016, within the scope of the Programa Nacional do Livro Didático – PNLD (National Program for Textbooks).The focus was on the knowledge and skills related to the alphabetical writing system contemplated in these criteria in the Textbook Guidelines. The results showed: the first two editions of the Program contained few criteria related to this teaching axis, while the following editions progressively presented a growth in the number and diversity of knowledges/abilities which were evaluated. It was concluded that, initially, there seemed to be a certain contribution from the Program to the “literacy disinvention” in Brazil, but since 2010, there has been a gradual quest for conciliation between the teaching of the alphabetic writing system and reading practices and production of texts of different written genres, in the perspective of literacy with texts. Keywords: Teaching of alphabetic writing. Literacy textbooks. Evaluation of textbooks. PNLD.Este artículo presenta resultados de una investigación que buscó analizar los criterios de evaluación de libros o colecciones de alfabetización, instituidos en el período de 1998 a 2016, en el Programa Nacional del Libro Didáctico (PNLD). El enfoque fue en los conocimientos y las habilidades relativos al sistema de escritura alfabética contemplados en esos criterios en las Guías de Libros Didáticos. Los resultados evidenciaron: las dos primeras ediciones del Programa contenían pocos criterios relativos a ese eje de enseñanza, mientras que las siguientes presentaron, progresivamente, una ampliación en el número y en la variedad de criterios y de conocimientos/habilidades evaluados. Se concluyó, inicialmente, que, pareció haber cierta contribución del Programa para la “desinvención de la alfabetización” en Brasil, pero se observó, a partir de 2010, una búsqueda gradual de mayor conciliación entre la enseñanza del sistema de escritura y las prácticas de lectura y producción de textos de diferentes géneros escritos, en la perspectiva de alfabetizar enseñando a leer y escribir.  Palabras claves: Enseñanza de la escritura alfabética. Libros de alfabetización. Evaluación de libros didácticos. PNLD.Este artigo apresenta resultados de um estudo que visou a analisar os critérios de avaliação de livros ou coleções de alfabetização, instituídos no período de 1998 a 2016, no âmbito do Programa Nacional do Livro Didático (PNLD). O foco foram os conhecimentos e as habilidades relativos ao sistema de escrita alfabética contemplados nesses critérios nos Guias de Livros Didáticos. Os resultados evidenciaram: as duas primeiras edições do Programa continham poucos critérios relativos a esse eixo de ensino, enquanto as seguintes apresentaram, progressivamente, uma ampliação do número e da variedade de critérios e de conhecimentos/habilidades avaliados. Concluiu-se que, inicialmente, pareceu existir certa contribuição do Programa para a “desinvenção da alfabetização” no Brasil, mas assistiu-se, a partir de 2010, a uma busca gradativa de maior conciliação entre o ensino do sistema de escrita e as práticas de leitura e produção de textos de diferentes gêneros escritos, na perspectiva de alfabetizar letrando. Palavras-chave: Ensino da escrita alfabética. Livros de alfabetização. Avaliação de livros didáticos. PNLD.Universidade Estadual de Ponta Grossa2021-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1777010.5212/PraxEduc.v.16.17770.060Práxis Educativa; Vol. 16 (2021): Publicação contínua; 1-22Práxis Educativa; Vol. 16 (2021): Publicação contínua; 1-22Práxis Educativa; V. 16 (2021): Publicação contínua; 1-22Práxis Educativa; v. 16 (2021): Publicação contínua; 1-221809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/17770/209209214311https://revistas.uepg.br/index.php/praxiseducativa/article/view/17770/209209215316Copyright (c) 2021 Práxis Educativainfo:eu-repo/semantics/openAccessda Silva, Alexsandro Gomes de Morais, Artur 2021-08-05T18:27:19Zoai:uepg.br:article/17770Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2021-08-05T18:27:19Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Teaching of alphabetical writing in the PNLD evaluation criteria (1998-2016): What knowledge and skills were contemplated?
La enseñanza de la escritura alfabética en los criterios de evaluación del PNLD (1998-2016): ¿Qué conocimientos y habilidades eran contemplados?
O ensino da escrita alfabética nos critérios de avaliação do PNLD (1998-2016): Que conhecimentos e habilidades eram contemplados?
title Teaching of alphabetical writing in the PNLD evaluation criteria (1998-2016): What knowledge and skills were contemplated?
spellingShingle Teaching of alphabetical writing in the PNLD evaluation criteria (1998-2016): What knowledge and skills were contemplated?
da Silva, Alexsandro
title_short Teaching of alphabetical writing in the PNLD evaluation criteria (1998-2016): What knowledge and skills were contemplated?
title_full Teaching of alphabetical writing in the PNLD evaluation criteria (1998-2016): What knowledge and skills were contemplated?
title_fullStr Teaching of alphabetical writing in the PNLD evaluation criteria (1998-2016): What knowledge and skills were contemplated?
title_full_unstemmed Teaching of alphabetical writing in the PNLD evaluation criteria (1998-2016): What knowledge and skills were contemplated?
title_sort Teaching of alphabetical writing in the PNLD evaluation criteria (1998-2016): What knowledge and skills were contemplated?
author da Silva, Alexsandro
author_facet da Silva, Alexsandro
Gomes de Morais, Artur
author_role author
author2 Gomes de Morais, Artur
author2_role author
dc.contributor.author.fl_str_mv da Silva, Alexsandro
Gomes de Morais, Artur
description This article presents the results of a study that aimed to analyze the criteria for evaluating literacy books or collections, instituted between 1998 and 2016, within the scope of the Programa Nacional do Livro Didático – PNLD (National Program for Textbooks).The focus was on the knowledge and skills related to the alphabetical writing system contemplated in these criteria in the Textbook Guidelines. The results showed: the first two editions of the Program contained few criteria related to this teaching axis, while the following editions progressively presented a growth in the number and diversity of knowledges/abilities which were evaluated. It was concluded that, initially, there seemed to be a certain contribution from the Program to the “literacy disinvention” in Brazil, but since 2010, there has been a gradual quest for conciliation between the teaching of the alphabetic writing system and reading practices and production of texts of different written genres, in the perspective of literacy with texts. Keywords: Teaching of alphabetic writing. Literacy textbooks. Evaluation of textbooks. PNLD.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-01
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/17770
10.5212/PraxEduc.v.16.17770.060
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/17770
identifier_str_mv 10.5212/PraxEduc.v.16.17770.060
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/17770/209209214311
https://revistas.uepg.br/index.php/praxiseducativa/article/view/17770/209209215316
dc.rights.driver.fl_str_mv Copyright (c) 2021 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Práxis Educativa
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 16 (2021): Publicação contínua; 1-22
Práxis Educativa; Vol. 16 (2021): Publicação contínua; 1-22
Práxis Educativa; V. 16 (2021): Publicação contínua; 1-22
Práxis Educativa; v. 16 (2021): Publicação contínua; 1-22
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