O livro didático de língua portuguesa da coleção ápis para o 1º ano do ensino fundamental (PNLD 2013–2023): permanências e rupturas que marcaram a última década

Abstract

Over the last few decades, the search for solutions to the problem of child illiteracy has been a constant feature of Brazilian education. Low literacy rates in the early years of elementary school have caused great concern among politicians and government officials, leading to the constant development of educational policies aimed at solving this problem. This research is part of this context, linked to the Graduate Program in Education at the Federal University of Grande Dourados, in the Research Line Education, Teacher Training, and Educational Practice, with funding from the Coordination for the Improvement of Higher Education Personnel. The research focuses on Portuguese language textbooks for the first year of elementary school and the theoretical and methodological concepts in the field of literacy that served as the basis for their development. Its overall objective is to understand the theoretical and methodological concepts of children's literacy, as embodied in the Portuguese language textbooks from the Ápis collection for the first year of elementary school, published by Editora Ática. This study analyzes the following documents: the notices and guides of the National Program for Textbooks and Teaching Materials (PNLD) for 2013, 2016, 2019, and 2023, corresponding to the elementary school stage of education, and the textbooks (Teacher's Manual) published by Editora Ática. To this end, the research adopts a qualitative approach, in which data analysis was performed through cultural analysis and discourse present in the documents investigated, from a theoretical perspective of Cultural Studies, and the data proposed in the documents were compared with the theoretical framework of the field of literacy. For the theoretical field that supports this research, the documents analyzed here were considered cultural artifacts. Considering the Culture Circuit, especially the axes of production, regulation, and consumption, it is evident that the textbooks represented by the Ápis collection materialize the theoretical and methodological ruptures and continuities in literacy discourses, which result from the influences of educational policies that have marked the last two decades and guided the modes of production of the material by publishers and authors, the forms of regulation defined in the guides, and the practices of consumption observed in the discourses present in each edition of the PNLD.