Discursos e reconfigurações do Programa Alfabetiza Maceió para a recomposição de aprendizagens da língua escrita

Abstract

This research aimed at studying the Alfabetiza Maceió Program's reconfiguration (Maceió, 2021a) in the practice context, for the recovery of written language learning of children in the literacy process. In view of this, the following question was raised: How do teachers' discourses regarding the implementation of the Alfabetiza Maceió Program relate to the reconfigurations in the practice context? Aiming to adress this investigative intention, the general objective was established: To analyze teachers' discourses regarding the implementation of the Alfabetiza Maceió Program (Maceió, 2021a) in the Municipal Education Network of Maceió and its reconfiguration in the practice context. The aforementioned general objective was broken down into the following specific objectives: a) To analyze the official discourse of the Alfabetiza Maceió Program as implemented by the Municipal Education Network of Maceió; b) To investigate the teachers’ practices for the recovery of written language learning and their relationship with the official proposal of the Alfabetiza Maceió Program; and c) To relate the teachers' discourses with the reconfigurations in the practice context. This is a qualitative study, which combined data from the investigated policy text, classroom practice observations and semi-structured interviews. The results point out that the context of influence and text production of the Alfabetiza Maceió Program occurred during the implementation of the National Literacy Policy (PNA), and, since the program is a reflection of the national policy of the time, it is influenced by the private sector, reducing literacy to structured and rigid processes, which consider language as a code. In the practice context, the teachers integrated the use of the Activity Book of the Alfabetiza Maceió Program with the National Textbook Program book in their pedagogical work, as they assessed that the students were at a level of development beyond that offered by the structured material of the program; the investigation indicates that the students of Class 1 engaged in language practices involving reading, text production and linguistic/semiotic analysis, while the students of Class 2 experienced several reading practices and some textual productions. In the practice context, teachers interpreted the proposed policy, making the necessary reconfigurations according to each context. However, the study reveals a variation in the interpretation of the policy by the observed teachers. During the investigation, there was no evidence of resistance in the implementation of the interventions indicated for the recomposition of learning in the investigated classes, so that the problems presented in the teachers' discourses were related to the execution of the policy by the Maceió Department of Education (SEMED).