Discursos e representações de infâncias no acervo literário do Pacto Nacional pela Alfabetização na Idade Certa

Abstract

ABSTRACT: This research aims to analyze which speeches and representations of childhood are present in the Complementary Collection of Literature of the National Pact for Literacy at the Right Age (from Portuguese, PNAIC) directed to the first three years of Elementary School, year of 2015. Thus, it is aimed to understand how the speeches about childhoods were constructed, and how they are being represented in literary works, as well as to investigate which speeches guided the selection and evaluation of the works that compose the aforementioned Collection. To achieve the goal, the following cultural artifacts were analyzed: Call Notice 002/2013 - CGPLI / PNLD Literacy at the Right Age 2014, Literature Guide at the Right Time and the Complementary Collection of Children's Literature. As methodological choices fall within the theoretical field of Cultural Studies, their theoretical approaches seek to expose and discuss the power relations that move and organize society, studying culture, questioning what is set and why it is set in such a way. The selected cultural artifacts were appreciated through discourse analysis, from the theoretical perspective of Cultural Studies in Education. As a result of the research, it was identified in the aforementioned Call Notice 002/2013 and in the Literature Guide at the Right Time, the scientific discourse, pedagogical discourse, literacy discourse, renewing reading discourse and the politically correct discourse as producers of a childhood literate reader. In the context of this research, the literate childhood reader was and is being built by the speeches, and the literature books are the materialization of these speeches in the classroom, presenting and disseminating ways of being a child. In the analytical collection of this research, four representations of childhood were found: childhood from absence, independent childhood, unattended childhood and childhood becoming. The combination of these speeches and representations of childhood, seeks to form a child who reads for leisure, having free access to a multiplicity of works of children's literature, and who finds amusement in reading paths to literacy.