PRÁTICAS DE CONTENÇÃO DO ANALFABETISMO NO BRASIL: UMA ANÁLISE DA POLÍTICA NACIONAL DE ALFABETIZAÇÃO

• Autor(a) principal: Amaro, Elisiane Cezar
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1136
• topic: alfabetização; políticas educacionais; analfabetismo.; literacy; educational policies; illiteracy.; Humanidades e Linguagens

In the work entitled “Practices to contain illiteracy in Brazil: an analysis of the National Literacy Policy”, practices to contain illiteracy are studied. As the focus of the research, the following question is asked: how does the National Literacy Policy implement practices to contain illiteracy? The general objective was to analyze the literacy practices instituted in Brazil in recent decades in order to discuss the possibilities of containing illiteracy operationalized by the National Literacy Policy (PNA). And in the case of specific objectives, we sought to contribute to the reflection on the challenges of the literacy process today and to identify the literacy practices established in the PNA (2019) to understand its intentionality and its effects in the present. The methodology used was a bibliographical review and a documental study of the PNA. In order to map the practices aimed at literacy and understand their purpose, a historical digression of genealogical inspiration was carried out, mapping important aspects of the literacy process in Brazil in recent decades. The emergence of illiteracy was understood as a political problem and, subsequently, also a social and economic problem in the Brazilian context. It was found that the PNA integrates a set of educational policies aimed at containing illiteracy that operate by keeping everyone in school, by preventing situations of abandonment, evasion and failure based on actions that project and manage risk. It is understood that these policies set in motion mechanisms that act to contain illiteracy based on a preventive logic and attempt to keep everyone in school; expansion of schooling and literacy time; acceleration of the child's entry into school; expansion of illiteracy containment practices for the context of non-formal and comprehensive education, involving young people and adults; pedagogical follow-ups before the end of the literacy cycle. It was analyzed that, in its proposal, the PNA emphasizes the foundation of literacy in scientific evidence, the foundation in cognitive sciences and the central role of the family in literacy. In addition, it conceives literacy as word decoding and requires it during the first year of elementary school, removing the focus from literacy as a procedural action.