A produção curricular do professor alfabetizador: diálogos com o PNAIC

Abstract

This dissertation has as its object of study the training oh literacy teachers, their practices and their curricular productions from their inclusion in the training course offered by the National Pact for Literacy at the Right Age/ PNAIC. The question is: what meanings of literacy were disseminated in the PNAIC? How does this training impact the classroom curriculum? The PNAIC is studied from this perspective – as a policy that disputes meanings for education, curriculum and literacy. This diffuse policy is the result of negotiation and struggle for hegemony of the meanings of literacy, of what it means to be literate or not and to be or not graduated – it is from this perspective that the program is discussed, focusing its development on the years 2017, 2018 and 2019 in the city of Rio de Janeiro. I observe curricular polices as discursive processes, following studies by Lopes and Macedo (2011) and Frangella (2016). From this understanding, in a post- structural reading, the curriculum is a discursive practice, constructing reality, producing meanings. Added to this, it is the understanding of the policy cycle of BALL, MAGUIRE and BRAUN 92016) which questions the role of state-centered theories in the educational policy ah they despise details and silence about the conflicts and ambivalence of practices. For the development of this study uses documental analysis, interviews whit professors- courses from/at PNAIC, and records of curriculum planning of the author´s own practice, in an analysis movement that intersects with an autobiographical reflection. Meanings to curricular formation and production in daily school life, understanding that these take place as negotiation movements.