POLÍTICA PARA ALFABETIZAÇÃO A PARTIR DA PEDAGOGIA ESTRUTURADA: UMA ANÁLISE DAS DIRETRIZES DO BANCO MUNDIAL

Abstract

The present dissertation, developed within the Postgraduate Program in Education of the State University of Western Paraná – campus of Cascavel, Paraná, Brazil, in the area of concentration “Society, Education, State”, Research Line “Education, Social Policies and State”, addresses the literacy policy arising from Structured Pedagogy, present in the guidelines of the World Bank and in the actions of Private Devices of Hegemony, Instituto Ayrton Senna and Instituto Alfa e Beto. The justification for the theme is based on the fact that this financial institution and Brazilian Private Hegemonic Apparatus are references in the guidelines for Brazilian policies. It departs from the following research problem: What are the guidelines for literacy from the Structured Pedagogy, according to the guidelines of the World Bank and actions of the Private Devices of Hegemony, Ayrton Senna Institute and Instituto Alfa e Beto? The general objective is to analyze the guidelines for literacy from the Structured Pedagogy, according to the guidelines of the World Bank and actions of the Private Devices of Hegemony, Ayrton Senna Institute and Instituto Alfa e Beto. The specific objectives are: a) identify the foundations of Structured Pedagogy adopted as reference by the World Bank; b) to explain the literacy policy and actions based on the World Bank guidelines; c) relate the foundations of Structured Pedagogy and its conception of literacy with the literacy programs implemented by the Private Devices of Hegemony in the Brazilian context. The research adopts a qualitative approach, through documentary and bibliographic research. The analysis is empirically based on the documents and reports of the World Bank and APHs, Instituto Ayrton Senna and Instituto Alfa e Beto. The results of this research show that the guidelines of the World Bank and APHs, IAS and IAB for the literacy policy of peripheral countries are consistent in their orientation toward pedagogical alignment: curriculum, teaching materials, assessments and teacher training, elements that make up the PE. As a result of these ideas, a conception of "structured literacy" is elaborated, which, although claiming to be based on more up-to-date scientific theories about literacy, in practice restricts the language to the code, the role of the student to a passive receiver and the teacher to a mere executor of tasks. In conclusion, it is a results-oriented policy in large-scale evaluations and aimed at controlling the historically built cultural knowledge in humanity as a whole, to be taught from the context of literacy.