Implicações da política educacional de alfabetização para a gestão do processo alfabetizador da criança (2012-2019)

Abstract

The present Doctoral Thesis in Education has as its theme the management of the child literacy process and as research object the government programs National Pact for Literacy in the Right Age (Pnaic) in dialogue with the More Literacy Program (PMAlfa). The general objective is to analyze, in the actions of the literacy education policy, the implications for the management of the child's literacy process in political-normative and pedagogical-administrative aspects. The theoretical exponent is recurrent in Gramsci, considering that the role of education imposes itself and is required as a contradictory totality in relation to itself, considering the constitutive elements of human formation, as a social and historically constituted being. As a methodology, the qualitative approach of bibliographic and documental characteristics were organized and analyzed by the theoretical framework. And the field research, mentioning the choice of locus based on the results in reading the National Literacy Assessment and higher enrollment, brought the municipalities of Aquidauana, Ladário, Coronel Sapucaia, Nova Andradina, Ivinhema and Japorã into the agenda. As for the political-normative aspects of the Pnaic/PMAlfa, at the national level, the issue of the discontinuous continuity, of an incremental character of public educational policies; at the local level, democratic issues, with election of directors not yet substantiated, little family participation and, to a lesser extent, the perception of PMAlfa's fragmented and camouflaged proposal. As for the material, it was found that the quality attributed to Pnaic was dismantled in PMAlfa. Similarly, the evaluation axis, it was found in the reports of the National Literacy Assessment (ANA) that the results are not comparable, do not reflect the implications of the Pnaic in training, reasons why they cannot be used to compare advances or setbacks in literacy attributable to the Covenant; in PMAlfa, the evaluation axis no longer exists. In local implications, the pedagogical-administrative aspects were highlighted in the pedagogical order with issues related to training that, although participating in the course, did not demonstrate the theoretical foundation for their practice. There is a lack of monitoring and decontextualized curricula that lost quality, not because of the location but because of national political dilemmas from 2016 onwards. by unpreparedness of local formations. Of an administrative nature, the role of the director in the management of the literacy process is understood in a managerial manner, in addition to problems with teaching and student staffing in literacy rooms, the absence of a literacy center that serves the network with appointments to institute it. . On the other hand, there were managers with their own initiatives to manage the literacy process, in which the municipality of Nova Andradina is inserted. In Thesis, the educational policy scenario for literacy is based on continuous discontinuity and the management of the child literacy process in the researched municipalities, centered on the pedagogical directors and coordinators, largely does not realize the need for emancipatory and political processes in the school, either the processes of ruptures and discontinuities of the National Programs to the implications of the management, much more centralized to the pedagogical-administrative aspects than to the political-normative ones.