Política Nacional de Alfabetização (2019): discursos em análise

Abstract

ABSTRACT: Historically, literacy mobilizes debates on the part of public managers and scholars in the field due to the difficulties faced by children enrolled in this cycle to appropriate themselves of reading and writing. In this sense, managers and researchers focused on the education field seek methodological, political and training strategies to minimize problems related to non-learning. Given this scenario, this research proposes to analyze the 2019 National Literacy Policy, which highlights actions, details objectives, goals and principles related to the literacy of children enrolled in the literacy cycle in Brazil. The document shows from historical and normative milestones to the current scenario, as well as presenting the ways of implementing this policy, evaluation and monitoring strategies. This research has as general objective to analyze the literacy discourses that constitute the National Literacy Policy and as specific objectives: to present this policy, its structure and functioning; identify which literacy discourses mark this document and observe how they are represented; and to identify which professional this policy intends to train to work in literacy classes. The theoretical contributions that supported the investigation were Cultural Studies. In order to achieve the proposed objective, a qualitative research was conducted, with a documentary nature, where Decree nº 9765/2019 and the National Literacy Policy Booklet of the guidance document - prepared by the Literacy Secretariat, linked to the Ministry of Education, were analyzed. Data analysis was performed through discourse analysis, being that the data proposed in the documents were compared with the theoretical framework of the literacy area. After analyzing the materials, it was concluded that the new NLP proposes a deconstruction of all literacy science carried out in Brazil so far and the discontinuity of national educational public policies, in addition to the search for homogenization of teaching, through the discourse of cognitive science, considered in the document as the only source with truly scientific evidence when it comes to research in the field, as a mechanism to achieve the longawaited success in children's literacy and thus legitimize the phonics instruction speech.