Políticas Públicas de Alfabetização no Brasil: análise do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) e da Política Nacional de Alfabetização (PNA)

Abstract

The 1990s was marked by significant changes in Brazilian education that culminated with the implementation of public policies aimed at reducing/eradicating illiteracy, based on the commitments arising from international conferences. In this sense, we undertook a survey of information and research related to the history of Public Educational Policies in order to understand the Literacy Policies in Brazil and how they influenced the Education we experience today in the school environment. The general objective of this dissertation is to analyze the conception of Literacy present in the Program of the National Pact for Literacy at the Right Age (PNAIC) and in the National Literacy Policy (PNA). We delimit this objective based on the following problem: How have the Public Policies on Literacy been constituted in Brazil and what are the intentions of these policies when we analyze the proposals of the National Pact for Literacy at the Right Age and the National Literacy Policy? For this, we conducted a qualitative research, of bibliographic and documental nature, being the primary sources the Ordinance Nº 867, of July 4, 2012, and the Decree Nº 9.765, of April 11, 2019, and the secondary sources the theorists that reflect on the object of study. It was found, through the research carried out, that the National Pact for Literacy at the Right Age was a program, even with pertinent criticisms ventured by researchers in the area, was important for the training of teachers and to contribute to the improvement of the quality of Literacy. In relation to the National Literacy Policy, even though it is recent and with little research, it was possible to observe that it is a policy that disregards part of the history of Literacy, built over the last decades. By retaking political and methodological concepts, to a certain extent already outdated, it sustains the use of a single method for the acquisition of reading and writing, demonstrating a step backwards in Brazilian Education.