Banca de QUALIFICAÇÃO: JÂNIO NUNES DOS SANTOS

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : JÂNIO NUNES DOS SANTOS
DATE: 30/11/2021
TIME: 15:00
LOCAL: Sala Virtual Google Meet
TITLE:

NATIONAL LITERACY POLICY: TRAINING SPEECHES FOR LITERACY TEACHERS IN THE FRAMEWORK OF THE TEMPO DE ARENDER PROGRAM

KEY WORDS:

National Literacy Policy. Tempo de Aprender Program. Literacy Practices Course. Formation of literacy teachers.

PAGES: 110
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Planejamento e Avaliação Educacional
SPECIALTY: Política Educacional
SUMMARY:

This paper discusses what literacy teachers from the State of Alagoas say about their participation in the Literacy Practices Course of the “Tempo de Aprender” Program that integrates the National Literacy Policy (PNA), implemented by Decree No. 9,765 of April 11, 2019. The objective of this research is, therefore, to understand whether the training under the Tempo de Aprender Program leads literacy teachers to validate the ideological signs that constitute the PNA and defend the discourse of innovation, scientific evidence, and effectiveness regarding the phonic method for the literacy of Brazilian children, despite the know-how built in the teaching experience and in the participation in training programs prior to the PNA. In this discursive path, we seek to relate educational/literacy policies and ideology (ideological signs) and analyze the reception of the PNA by literacy teachers, as well as identify their evaluation of the Literacy Practices Course in order to investigate the relationship (of change or not) between the concept of literacy defended by the PNA and the concept(s) presented by them (the literacy teachers who make up the corpus of analysis). Thus, this study constitutes a survey research (BRYMAN, 1989) that used an online questionnaire answered by 2,454 literacy teachers from Alagoas, articulated with the focal group (GATTI, 2005), conducted by 5 of these teachers, having, therefore, a quanti-qualitative nature (SAMPIERI, COLLADO E LUCIO, 2013). The theoretical basis that supports the discussion is composed of authors such as Chauí (2001), Faraco (2009), Volochínov (2017) who theorize the ideology and ideological sign; Ball (1994; 2001; 2002), Ball and Bowe (1992), Mainardes (2006; 2009), Mainardes and Marcondes (2009) who discuss educational policy from the view of Ball's Policy Cycle; Soares (2004; 2006; 2016; 2020), Street (2014) who discourse about literacy(ies); Moraes (2013) who presents the concept of literacy; Chartier (2000; 2007; 2010) who stresses the discussion on teachers’ know-how. The analysis of the empirical data, in progress, is based on the technique of content analysis of Bardin (2009), from the emerging categorization. The preliminary dialogue with the data indicates that, although the PNA (2019) defends the discourse of innovation, scientific evidence and effectiveness of the phonic method for literacy in a right-wing and neoliberal ideological discourse, literacy teachers, although they receive and positively evaluate the proposal for the literacy of Brazilian children, they reverberate in their speeches about the know-how practices built in teaching and the knowledge coming from previous training such as the Formação de professores Alfabetizadores Program (PROFA), the Pró-Letramento e Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), so they have not forget the past, nor erase/silence the ideological sign "literacy" of Brazilian literacy.

BANKING MEMBERS:
Presidente - 2546184 - ADRIANA CAVALCANTI DOS SANTOS
Interna - 1321168 - INALDA MARIA DOS SANTOS
Interna - 2346585 - YANA LISS SOARES GOMES
Externa à Instituição - MARIA DO SOCORRO ALENCAR NUNES MACEDO
Externa à Instituição - ELIANA SAMPAIO ROMÃO - UFS