Alfabetizar e letrar: o que dizem os documentos e programas oficiais do governo federal sobre os temas?

Abstract

Currently, there are many debates about the concepts of literacy and literacy. Such equipment permeates the continuing education programs for literacy teachers, as well as the school reality. After building and reconstructing the act of using reading and writing, over the years it has come to be believed that these two acts are not enough, it is necessary to go further, that is, it is necessary to acquire skills to use reading and writing in social practices. In view of this, the concept of literacy associated with the process of literacy emerges. Once considered that it is necessary to literate with a view to literacy, in the eighties, more precisely in the nineties, scholars such as Ferreiro and Teberosky (1984), Soares (1985) among others, gain prominence in academic and biased schools in this new concept. Therefore, it is necessary to investigate how the discussion on literacy and literacy is taking place in some official documents in Brazil, therefore, the present work aims to analyze the last two training programs developed within the scope of the Federal Government: the National Pact of Literacy at the Right Age (PNAIC) and the Time to Learn, pointing out the points of approximation and distance between them, focusing on the concepts of literacy and literacy present in the programs. To achieve the proposed objective, this study will be developed from a qualitative research of bibliographic and documentary nature. The materials consulted in the bibliographic and documentary research fall on documents that guide the policies, legislation and programs of continuing education of literacy teachers, such as the Federal Constitution (1988), the Statute of the Child and Adolescent (1990), the Law of Guidelines and Bases of National Education (1996), National Education Plan (2014), Common National Curriculum Base 2017, National Literacy Policy (2019) and the Common National Base for Initial and Continuing Education for Basic Education Teachers (2019). Based on the bibliographical and documentary research, a compilation of a study on literacy, literacy and teacher education was included. For this, theoretical support was sought from authors such as: Freire (1996), Soares (2005), Gatti and Barreto (2009), Nóvoa (2009) and Ferreiro (2011). The results of the study showed that even today the themes of literacy and literacy continue with a dubious sense in school spaces, requiring continued didactic-reflective teacher education, which is in line with Libâneo (2002) and Silva (1991), who consider that in the teaching profession theory and practice must walk together seeking a permanent update. Another conclusion we reached is that the PNAIC and Tempo de Aprender programs start from different perspectives on the literacy and literacy process in their organizational form, with institutional support in different documents. As a culmination, seeking to corroborate with the training of literacy teachers, we developed an action proposal aimed at the teaching staff of schools in the city of Nepomuceno-MG, based on the concepts evidenced of literacy from the perspective of literacy in this study.