Políticas públicas de alfabetização: concepções dos programas do Governo Federal de 2012 até 2020

• Autor(a) principal: Garcia, Denise Fiuza
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: https://dspace.mackenzie.br/handle/10899/28538
• topic: políticas públicas de alfabetização; concepções de alfabetização; PNAIC; PMALFA; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present work aims to analyze the public policies implemented by the Federal Government in the field of literacy, between the period of 2012 until 2020, with the intention of identifying the conceptions of literacy proposed in the official documents. In this sense, the Literacy at the Right Age Program (PNAIC), from 2012-2017, and the More Literacy Program (PMALFA), from 2018, were part of our study. We have as specific objectives: to know the educational principles proposed in the two programs and to identify and to analyze the conceptions of literacy defended by the referred programs. It should be noted that the interest in this theme arose when realizing that the results in the large-scale evaluations, proposed by the Ministry of Education, have not been satisfactory and, at the same time, the perception that the programs implemented do not seem to solve the difficulties faced. The research is characterized as having a qualitative approach of documentary character. For the analysis of the data that were generated, we used as theoretical references the studies of Emília de Ferreiro and Ana Teberosky, Magda Soares, Telma Weisz, Roxane Rojo, Delia Lerner and Mortatti. They are authors who supported the understanding of the literacy conceptions defended in the programs. From the data analysis, we found that the PNAIC was a program that was based on the training of the literacy teacher. There is a theoretical explanation, with the attempt to rethink the pedagogical practices of the teacher. The intention with this is to improve learning outcomes in the literacy period. In the analysis of the documents, the themes that were most highlighted were: the importance of playfulness, literacy, language learning guided by the social function and the integration of knowledge (interdisciplinarity). The PMALFA program brings in its scope a little explicit theoretical basis, many of the documents are not available, therefore, the analysis was compromised. The documents found on the internet reveal a program aimed at the evaluation process, especially those that did not reach the goals established by the Federal Government in large-scale evaluations. Thus, the program, in its documents, points out an evaluative concern without considering the student's teaching and learning process. Finally, the training of the teacher and the literacy assistant is done through online courses. It should be remembered that we did not find the contents worked on in the training spaces.