Pacto Nacional pela Alfabetização na Idade Certa: uma política vinculada ao campo acadêmico

Abstract

The National Pact for Literacy in the Right Age (PNAIC) was instituted, according to MEC Ordinance n. 867 of November 8, 2012, with the intention of reaffirming and amplifying the commitment already signed in the "Plan of Commitment All for Education", in order to alphabetize children up to a maximum of eight years of age. The Pact reaffirms a previously established goal, which aimed only at the training of literacy teachers, such as the Teacher Training Program (Profa), implemented between 2001 and 2002, and Pro-Literature, implemented in 2005. Different from those that preceded its implementation, the PNAIC articulates, in addition to teacher training, work axes that are concerned with the management, evaluation, and supply of teaching materials that contribute to the literacy of children in public schools. In order to analyze the PNAIC, this is a basic and descriptive research on its purpose: to understand the reasons that lead one literacy policy to be replaced by another. Our question is: what are the social conditions that are fulfilled in order to establish an epistemology for literacy at the "right age"? As for the methodological procedures, it is characterized as a documentary research – Ordinance n. 867/2012 establishing the PNAIC, Ordinance n. 1458/2012 that defines the categories and the parameters for the granting of scholarships, Ordinance n. 153/2016 amending ordinance 867/2012, Ordinance n. 155/2016 amending Ordinance n. 1458/2012, guiding document of the PNAIC of the years 2014, 2015 and 2016, the PNAIC Training Manual - which analyzes the Pact in the political and academic fields, to understand the existing relations, so as to disseminate a teacher education based on a single epistemology of literacy. The analysis is based on the concepts of field, social space, academic field, and political field, by Pierre Bourdieu. The results indicate that the goal of substituting a policy for literacy with another policy is to improve previous policies based on the accumulation of experiences in relation to the organization of the proposal, the reach of the target public, curricular changes, Renewal of goals to be achieved, involvement and accountability of different instances, as well as greater participation of universities in our country. The partnership with distinct Universities demonstrates commitment and consensus in disseminating the same epistemological knowledge, agreed by the MEC through the Federal University of Pernambuco (UFPE), through the Center for Studies in Education and Language (CEEL), responsible for organizing the materials Aimed at teacher training aimed at literacy with a focus on literacy. We conclude that the exercise of the PNAIC in creating an epistemological consensus on literacy at the national level brings more concern about its curricular proposal since different places in our country have different ways of literacy. Therefore, the relevance of this research is to question and provoke reflections on the investment with state policies that, strangely, cause estrangement with regard to the supply and demand for the continuing education of literacy teachers.