Política Nacional de Alfabetização: discursos formativos de professores alfabetizadores no âmbito do programa Tempo de Aprender

Abstract

This paper discusses what literacy teachers from the State of Alagoas state about their participation in the Literacy Practices Course of the “Tempo de Aprender” Program that integrates the National Literacy Policy (PNA), implemented by Decree No. 9,765 of April 11, 2019. The objective of this research is, therefore, to understand whether the training under the “Tempo de Aprender” Program leads literacy teachers to appropriate and reconfigure the ideological signs that constitute the defense of the discourse of innovation, scientific evidence, and effectiveness regarding the phonic method for the literacy of Brazilian children. This study constitutes survey research (BRYMAN, 1989) that used an online questionnaire answered by 2,454 literacy teachers from Alagoas, articulated with the focal group (GATTI,2005), conducted by 5 of these teachers, having, therefore, a quanti-qualitative nature (SAMPIERI; COLLADO; LUCIO, 2013). The theoretical basis that supports the discussion is composed of authors such as, Faraco (2009), Volóchinov (2017) who theorize the ideology and ideological sign; Ball (1994; 2001; 2002), Ball and Bowe (1992), Mainardes (2006), Mainardes and Marcondes (2009) who discuss educational policy from the view of Ball's Policy Cycle; Soares (2004; 2006; 2016; 2020), Street (2014) who discourse about literacy(ies); Morais (2013) who presents the concept of literacy; Chartier (2000; 2007; 2010) who stresses the discussion on teachers’ know-how. The analysis of the empirical data is based on the Dialogical Discourse Analysis (DDA) based on Bakhtin's Circle theory linked to Ball's Policy Cycle, from an emerging categorization. The data analysis points out that the training in the Tempo de Aprender Program, focused on the participation in the course Practices of Literacy, does not lead the literacy teachers to appropriate the ideological signs that integrate the PNA in a passive way as a given word, because, from the recontextualization of the official discourse, although they perceive the PNA as innovative and effective when it comes to systematic phonic instruction for the literacy of Brazilian children, they reverberate in their discourse on practice the know-how built in teaching and derived from previous training, in addition to the influence of their ideological and social formations in the construction and updating of their value horizons. Therefore, it is stated that, although the PNA defends the ideology of innovation, scientific evidence and effectiveness of the phonic method to teach literacy in a right-wing and neoliberal ideological discourse, the ideological signs about literacy in the process of interrelation remain latent in the statements about the practice of these literacy teachers, and literacy was not meant by them. Therefore, the PNA did not manage to erase the literacy’s past, nor did it silence the ideological sign "literacy" of Brazilian literacy, nor did it make itself antidialogical, because even in the silence/silencing or denial, there is discursive interaction.