Política Nacional de Alfabetização: conformidades e insurgências entre vozes discursivas

Abstract

In this research, which proposed to study the reception of literacy teachers in Alagoas in what corresponds to the National Literacy Policy (PNA), the question was raised: What are the relationships between the PNA discourse and the teachers' discourses (es) with regard to the conception of literacy? Aiming to respond to the investigative intention, the general objective was: To understand the relationships between the PNA discourse and the teachers' discourses regarding the concept of literacy. Therefore, the general objective in question unfolded into the following specific objectives: a) Discuss what underlies the conception of literacy adopted in the PNA; b) Investigate whether the teachers know the documents of the PNA (Decree nº 9.765 and Notebook of the PNA); c) To analyze the speeches of the literacy teacher(s) about the concept of literacy in the PNA; and d) Understand if there is a relationship between the PNA discourse and the discourses of the teachers participating in the research. In the meantime, it was a quantitative and qualitative research, which articulated survey data with the material collected in the focus group discursive event, that is, the speeches of literacy teachers, participants in the research. The results indicate that the teachers know, in part, the PNA documents; Most of the teachers participating in the investigation agree with the conception of literacy expressed in the PNA, which considers language as a code. However, the research indicates that the PNA significantly reduced the concept of literacy when comparing it with literacy practices, as it is not restricted to coding and decoding skills. In the context of practice, the PNA guides the systematic phonics instruction, considered by the teachers(s) participating in the investigation as an innovative method, adequate for the pedagogical practice in literacy. It was found, in this research, some conformity and insurgencies between the discourse of the PNA and the discourses of the teachers(s). As conformity, it is observed that the teacher(s) agree with the concept of literacy in the PNA and with the systematic phonics instruction. In addition, the teachers consider the Time to Learn Program, due to its “practical” nature, to be innovative and understand it as better than other training programs for literacy teachers implemented by MEC. As insurgencies, the teachers consider that the PNA brings brief and summarized concepts and point out that the teaching and learning processes of literacy are broad and involve several aspects and cannot be reduced to just coding and decoding. Literacy teachers show interest in improving knowledge and teaching methodology on literacy, aiming at a teaching and learning process that allows students to learn in a clear and coherent way, considering the process of language appropriation through the student's insertion in the written culture, since they are guidelines for teaching practice.