Discursos sobre alfabetização na educação infantil: livro didático PNLD 2022

Abstract

This study reports the results of a master's thesis linked to the research line "Education and Diversity" of the Graduate Program in Education at the Federal University of Grande Dourados UFGD.The theme of the textbook in Early Childhood Education has been the subject of numerous discussions by specialists in the field and in the Brazilian pedagogical context, and this is the first time that the National Program of Books and Teaching Materials (PNLD) 2022 for children in this stage of Basic Education takes place. From this context arises the interest in developing a study on textbooks for Early Childhood Education, with the main objective of analyzing which discourses in the area of literacy are present in textbooks for Early Childhood Education. As specific objectives, we propose to investigate whether the textbooks contemplate in their objectives the centrality of the child and respect the identity of Early Childhood Education; to verify the conceptions of language development proposed in the textbooks; and to identify whether there are literacy processes planned in the guidelines and proposals of activities in the Early Childhood Education textbooks approved in the PNLD 2022. The theoretical basis that underlies this study is Cultural Studies, and the methodological approach adopted is qualitative of the documental type, based on textual and discourse analysis, which allowed us to explore the materials and understand the relevance of the data with greater depth and understanding. The documents selected for the corpus of this research were the Call Notice No. 2/2020 (PNLD 2022 Call Notice), the PNLD 2022 Digital Guide, and the book Adoletá: volume II: teacher's manual for young children of 5 years old, which is the textbook chosen by the teachers of the municipal teaching network of Ponta Porã, Mato Grosso do Sul. The analysis of the results showed that, by moving away from the ethical, political, and aesthetic principles established in the National Curriculum Guidelines for Early Childhood Education and from the interactions and play axis, the textbook disregards the rights already won in the scope of Early Childhood Education; it is contradictory and limited, given that its activities are based on repetition and memorization, are out of context with the reality and interest of the child, offer little to develop the children's potential, and subjectivize the teaching practice; thus, the specificities of childhood and its development period are not respected. The actions proposed in the Adoletá textbook have a very well-defined intentionality: the demand for early literacy among children in Early Childhood Education. Analyzing the three materials that were part of the corpus of this research, we can conclude that they serve to consolidate the discourse present in the National Literacy Policy, a document that has regulatory and preparatory content, since it defines what should and should not be learned by the child, including the methodology that will be used by the teacher during the teaching-learning process. In this context, the discourses in the textbooks become part of the daily teaching practices in preschools, seeking to regulate the conduct of these subjects and making possible, along with other mechanisms, the management of the educational system itself.