Banca de DEFESA: ÉRICA RAIANE DE SANTANA GALVÃO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ÉRICA RAIANE DE SANTANA GALVÃO
DATE: 09/03/2023
TIME: 14:00
LOCAL: Auditório do Cedu
TITLE:

NATIONAL LITERACY POLICY: CONFORMITIES AND INSURGENCIES BETWEEN DISCURSIVE VOICES

KEY WORDS:

Speech. Teaching. National Literacy Policy

PAGES: 103
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Currículo
SPECIALTY: Currículos Específicos para Níveis e Tipos de Educação
SUMMARY:

In this research, it was proposed to study the reception of literacy teachers in Alagoas with regard to the National Literacy Policy (PNA), it was problematized: What are the relations between the PNA discourse and the teachers' discourses regarding to the concept of literacy? Aiming to respond to the investigative intention, the general objective was: To identify the relationship between the PNA discourse and the teachers' discourses with regard to the concept of literacy. Breaking down into the following specific objectives: a) Discuss what underlies the conception of literacy adopted in the PNA; b) Investigate whether teachers know the documents of the PNA (Decree nº 9.765 and Notebook of the PNA); c) Analyze the discourses of literacy teachers on the concept of literacy in the PNA; d) Understand if there is a relationship between the PNA discourse and the discourses of the teachers participating in the research. It was a quantitative and qualitative research, linking data from a survey with the material collected in the focus group. The speeches of the literacy teachers, participants of the research, were collected in the focus group discursive event. The results indicate that teachers know, in part, the PNA documents; the teachers participating in the investigation agree, for the most part, with the conception of literacy expressed in the PNA, which considers language as a code. However, the research indicates that the PNA significantly reduced the concept of literacy when comparing it with literacy practices, as it does not restrict coding and decoding skills. In the context of practice, the PNA guides systematic phonic instruction, considered by the teachers participating in the investigation as an innovative method, suitable for pedagogical practice in literacy. It was found, in this research, some conformity and insurgencies between the PNA discourse and the teachers' discourses. As conformity, it is observed that the teachers agree with the concept of literacy in the PNA and with the systematic phonic instruction. In addition, teachers consider the Tempo de Aprendizagem Program, due to its “practical” nature, to be innovative and better than other training programs for literacy teachers implemented by MEC. As insurgencies, teachers consider that the PNA brings brief and summarized concepts and point out that the teaching and learning processes of literacy are broad and involve several aspects, and cannot be reduced to just coding and decoding. Literacy teachers show interest in improving knowledge and teaching methodology on literacy, aiming at a teaching and learning process that allows students to learn in a clear and coherent way, considering the process of language appropriation through the student's insertion in the written culture, since they are guidelines for teaching practice.

BANKING MEMBERS:
Presidente - 2546184 - ADRIANA CAVALCANTI DOS SANTOS
Interno(a) - 1349860 - MARIA AUXILIADORA DA SILVA CAVALCANTE
Externo(a) à Instituição - NÁDSON ARAÚJO DOS SANTOS - UFAC