This work is part of the Applied Linguistics’ field and aims to investigate the didacticmethodological
proposals of the Pacto Nacional pela Alfabetização na Idade Certa
(PNAIC), an official program of continuing teacher education. This is a documental
research of qualitative nature, for which we analyzed the formative notebooks of the
program used in 2013, focused on the Portuguese Language (beginning literacy,
reading and writing). The general aim is to investigate how, in these documents, the
theoretical propositions and the reports of successful activities relate literacy and
texts. But under the political bias through which it is traversed, this work also covers
social relations, historical memories, political-pedagogical perspectives and
challenges embedded in the approaches that constitute this material, answering the
following research questions: a) What does "literacy writing" or "literacy perspective"
mean in the PNAIC' proposals? b) How do the systematic and explicit teaching
activities of the writing system associate with the texts? c) What are the influences
exerted by traditional approaches in the program? d) How does the program reflect
the history of literacy policy in Brazil? The results of the analysis show that the
proposal of teaching the writing system from the perspective of literacy, by bringing
together textual approach and analysis of linguistic structures, works with these
practices within a continuum of pedagogical possibilities, which sometimes integrates
or articulates them. They are integrated when, although contemporary in the literacy
period, they are developed in parallel, in different didactic moments, to address the
respective specificities of these dimensions. When they are articulated, the
realization of texts and thinking about language are related simultaneously,
happening in the same didactic event, which contributes to the construction of
knowledge related to both. There are still challenges to the teaching of the writing
system articulated to textual approaches, in order to serve the interaction purposes in
communicative situations. However, pedagogically, in view of a history of literacy that
has been for a long time inexpressive, the text has gained space in teaching,
although it is still little approached under more problematizing and political
perspectives. In addition, although there are memories of traditional teaching
strategies, there are substantially changes that aim at the formation of students
under the premise of reflection, of the construction of knowledge. Specifically in the
political field, a historical research of education in the country, from Jesuit education
to the institution of the PNAIC, shows us inheritances and permanencies in Brazilian
school education. We still have absent and partisan governments, which find in
education programs a way of directing blame for school failure to the school itself,
ignoring other responsibilities that have an equal impact on educational outcomes. In
this scenario, the literacy teacher emerges as a key element in the processes of
basic literacy and literacy, being the articulator that will directly enable (or not) more
meaningful language practices, which make the school closer to life beyond class.
Hence, the importance of the program to the improvement of teacher's work and for
changes in teaching.
|
