Política Nacional de Alfabetização: reflexões sobre práticas e processos em Espinosa-MG

Abstract

This dissertation, in multipaper format, is linked to the Multiliteracies and Educational Practices research line of the Postgraduate Program in the strict sense in Education – PPGE/Unimontes. The study aims to problematize the processes of adherence to the National Literacy Policy (PNA), by the municipality of Espinosa/MG, discussing the similarities and differences between this public policy and the practices of literacy teachers. The study was guided by the following analytical question: How do literacy teachers and the manager of the municipal education network in Espinosa/MG understand the PNA and use the guidelines of this Policy in their teaching practices?A research had as its object of study the PNA and was carried out using a qualitative approach. A approach methodological includes the application of a questionnaire to 20 teachers and an interview with the pedagogical coordinator of the education network of Espinosa. Based on the conceptions of scholars such as Ferreiro and Teberosky (1999), Gatti (2005), Soares (2004) who present relevant reflections on literacy and, also, Almeida (2019), Frade (2019), Monteiro (2019), Morais (2019), Mortatti (2019), Soares (2020), that discuss the PNA and the way in which this policy imposed a single theoretical framework for literacy. It was possible to verify that, despite joining the PNA, nothe municipality of Espinosa the necessary actions were not developed so that the programs inherent to the policy were disseminated, making them little known by teachers.It was also found that teachersthey teach literacy based on knowledge, beliefs and practices that are part of an already consolidated school literacy culture, they adopt methodologies that refer to traditional methods and literacy, with no specific influence from the PNA.