Política nacional de alfabetização (PNA): é possível uma alfabetização baseada em evidências no contexto brasileiro?

• Autor(a) principal: Faria, Izabel Cristina Costa de
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17852
• topic: Literacy Public Policies; History of Literacy; Políticas Públicas de Alfabetização; História da Alfabetização; Alfabetização; Educação e Estado; CIENCIAS HUMANAS::EDUCACAO

Literacy as an object of knowledge and teaching-learning is characterized by complexity and challenge. Since its emergence with the Sumerians until contemporaneity, literacy is configured as a challenge for individuals and different contexts and becomes more complex as societies become more sophisticated. This complexity takes on new formats with the advent of literacy schooling and, more recently in history, with the democratization of public schools. Especially, when it comes to the Brazilian context, literacy remains a challenge. Large-scale internal and external assessments ratify and show unsatisfactory results of learning to read and write in the country. Faced with a diffuse and troubled scenario, different social instances are mobilizing to overcome the challenges of literacy. These mobilizations by society are materialized in political literacy actions, proposed by different governments with the aim of guaranteeing literacy for all. These political actions, supported by different theoretical approaches, considered the most appropriate for each period, characterize successive replacement of the proposals, without guaranteeing the necessary time for monitoring and evaluation. The constant replacement of actions and their theoretical approaches end up (re)configuring the meanings and conceptions of the field of public literacy policies, and represented what in this research was called “turns” in the history of Brazilian literacy. More recently, the National Literacy Policy has been enacted. It is in this scenario that the main objective of this research was to present the PNA Booklet, and to analyze the possibility of an Evidence-Based Literacy in the Brazilian context. It explains how this policy fits into the field of (re)configurations of public literacy policies in Brazil. The methodology adopted consists of a qualitative research approach, with a descriptive character and is inspired by the principles of document analysis, electing as a document the Caderno da PNA (2019) (LUDKE; ANDRÉ, 2020). The axes that organize the notebook are considered as categories of analysis: Factsheet, Minister's Note, Presentation of the Notebook, Contextualization, Literacy, Literacy and Numeracy, National Literacy Policy, References and Entire Decree No. 9,765/2019. These were taken as theoretical references (SOARES, 2003; MORTATTI, 1994; DEHAENE, 2003; MALUF, 2013). The survey results showed that the PNA Notebook is structured on a tripod: cognitive science of reading, evidence-based literacy and macro assessment results. This tripod is recurrently used categorically to explain, make explicit and prove through scientific research data, considered robust, the feasibility and effectiveness of an evidence-based literacy policy in the Brazilian scenario, as in the experience of other countries. By contemplating the historiographical path of literacy, this research allowed us to consider that public policies cannot be analyzed in themselves, but rather understood in the way they are inscribed in broader societal dynamics. From this perspective, it concludes that it is possible to understand the PNA as one of the (re)configurations in the set of political actions in Brazil. The analysis of the Caderno da PNA allows us to consider, considering the arguments and theoretical foundations built from scientific evidence, the feasibility of a public literacy policy based on evidence in the Brazilian context.