Os Conceitos de Alfabetização e Literacia na “Nova” Política de Alfabetização no Brasil: Pontos de Tensão
The present work aims to present the points of tension found in relation to the concepts of Literacy in the “new” National Literacy Policy (PNA, 2019). We used a research methodology based on the qualitative approach, of an exploratory nature and documentary analysis. The discussions were based on o...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/42400 |
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| Resumo: | The present work aims to present the points of tension found in relation to the concepts of Literacy in the “new” National Literacy Policy (PNA, 2019). We used a research methodology based on the qualitative approach, of an exploratory nature and documentary analysis. The discussions were based on official documents - Notebook and Decree nº 9.765 that institutes the National Literacy Policy and on the theoretical reflections of Ferreiro and Teberosky (1984; 1999), Soares (2003), Piccoli (2019), Nogueira (2019), Frigotto (2019), among other authors. The analysis of the documents points out that the policy in question disregards the studies and research carried out on literacy in the last 40 years in Brazil and adopts as a theoretical reference the studies of cognitive sciences and neurosciences as the only paradigms that deal with learning reading and writing. The documents ignore more than two decades of proven literacy studies, in addition to previous literacy programs and policies, showing a setback in education in our country. In addition, they reduce the concept of literacy to the teaching of the alphabetical writing system, disregarding the learning that the child performs about this system. The concept of literacy is removed from politics and replaced by that of literacy. This means a denial of the social character of the uses of language in a culture. |
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