Todos precisam saber ler e escrever: uma reflexão sobre a Rede de Equivalências da Alfabetização na Idade Certa

Abstract

This research has as background the National Pact For The Literacy At Proper Age (PNAIC), an agreement made by the federal, state and municipal governments to ensure that all children are literate until the age of eight. In this sense, this thesis dialogues with the curriculum field and with the most recent theoretical contributions for then question on the right age discourse that constitutes the PNAIC. Thus, discussions about curricular policy will be articulated from the post-structural theoretical basis of the curriculum field, which will understand it in a discursive way, questioning the identities and fixed positions in curricular production and not by plastering it in the cultural and content formats (LOPES & MACEDO, 2011; MACEDO, 2015; 2016). Based on this theoretical perspective, also translates the PNAIC not only as an educational program, but mainly as a curricular policy and believing that any and all curricular production is always a continuous process of incomplete and disputed senses. With this perspective, I also bring to the dialogue with the field of curriculum, the fields of literacy and evaluation and their disputes of conceptions that are also present in the PNAIC. Thus, from the objects of analysis chosen in this research - orienting documents and directed to literacy teachers education via Pact I work with the understanding of translation (DERRIDA, 2005) of politics, in order to contribute to the rereading of the curriculum from the post-colonial contributions (BHABHA, 1998), understanding it as cultural enunciation, language, experience and experimentation. The desire to question the discourse of the proper age and its unfolding National Literacy Assessment (ANA) is motivated by the distance that it has from the defenses that the policy in question does about the process of literacy and teaching of reading and writing. Therefore the central argumentation of the thesis is the interpretation of the PNAIC as a curricular policy that is constituted as a network of relations and equivalences, thus a political network not defined at all and moving, involving positions of power without an a priori determination and is constituted provisionally, but which ultimately produces a national curriculum for literacy