A recontextualização da Política Nacional de Alfabetização (PNA): a adesão pelo Sistema Municipal de Ensino e o processo de interpretação em uma escola do município de Montes Claros/MG

Abstract

The dissertation is part of line 1 – Educational Public Policies, Diversity and Teacher Training – of the Postgraduate Program in Education (PPGE), at the State University of Montes Claros (Unimontes). This paper is part of a research within the scope of the “Network Literacy” project, which investigates the National Literacy Policy in the country. In this way, the dissertation's object of study is the National Literacy Policy (PNA), its production and formulation at a macro level, as well as its adherence by the Municipal Education System in the municipality of Montes Claros/MG its interpretation and translation by a municipal school. The PNA was established by the Decree No. 9,765, in 2019, and, in its programs and actions, tools and arguments, it defends the phonic method as a solution to solve the complex problems of literacy in Brazil. The dissertation in a multipaper format has three articles, which dialogue with each other and complement them in answering the following questions: Did the way in which the PNA was interpreted and translated by managers and teachers of the Municipal Education System of Montes Claros influence the actions of the school and classrooms? The objective of this research is to analyze the adherence to the National Literacy Policy (PNA) by the Municipal Education System (SME) of Montes Claros, problematizing its interpretation and recontextualization in a school in this municipality. The research is qualitative and was used as a theoretical-analytical tool of the Policies Cycle, developed by the researcher and sociologist Sthepen J. Ball and collaborators (1992; 1994; 2016). The Policies Cycle is permeated by five contexts – Influence, Political Strategy, Text Production, Practice and Results/Effects – which have no temporal dimension or linearity and are interrelated. As instruments and techniques for data production, were used an online questionnaire constructed by the Google forms, semi structured interviews, participant observation in a school that is part of the SME, analysis of the decree that institutes the policy and the PNA guidance notebook published by the Secretariat of Literacy (SEALF) of the Ministry of Education (MEC) (2019 a; 2019b); Final Report of the Working Group called: “Child Literacy: new paths” (Brazil, 2003; 2007; 2019). As a result of the research, in the process of interpreting the PNA, the professionals in charge of receiving the policy, who make up the education department, noticed the “old-fashioned” discussions, biased towards the phonic method, and refuted them. Therefore, the adoption of a single method was not appropriate in practice, as, in Montes Claros, managers disseminated among professionals, local “official speeches” and “training” the importance of “using different methodologies”, in addition to the importance of working in the classroom on literacy and literacy processes, as distinct but inseparable processes. In this way, in the recontextualization of the PNA, the recievers “filtered” two points that they consider positive in the policy, which are: phonological awareness and literacy in the 1st year of Elementary School. We found that at the local level, there is an expansion of the policy, as it does not favor the efforts with phonological awareness, but rather, a reduction to phonemic awareness, the manipulation of phonemes in an explicit and systematic way. In the process of joining the PNA, we identified that the experiences, ideologies, knowledge and interests of the receivers influenced their reception, considering that the guidelines of the official text were expanded and pedagogically recontextualized at the local level. This shows this kind of politics comes with a new meaning at school through the discourse of the recievers.