Concepção de alfabetização dos cadernos de formação docente do Pacto Nacional Pela Alfabetização na Idade Certa - PNAIC

Abstract

This master's thesis is linked to the Research Line Theories of Education and Pedagogical Processes, of the Graduate Program in Education, at the Pontifical Catholic University of Goiás. The general theme of the research focuses on the concept of literacy in the 3rd year of Education Fundamental disclosed by the Notebooks of the National Pact for Literacy at the Right Age (PNAIC) and aims to answer the following problem: What literacy and literacy concept disseminated by the Notebooks of the National Pact for Literacy at the Right Age (PNAIC) guides the training and pedagogical work of 3rd year elementary school teachers offered by the federal government in partnership with the States, the Federal District and the municipalities? To apprehend the problem, qualitative research based on document analysis was chosen. The objectives were: to analyze the concept of literacy and literacy published by the National Pact for Literacy in the Right Age (PNAIC) of the 3rd year elementary school notebooks that guide the pedagogical work of literacy teachers; understand the trajectory of official literacy programs; establish the comparison between the theoretical foundations of the PNAIC's pedagogical proposal and the contributions of the Historical-Cultural Theory regarding the literacy process. As a theoretical framework, the Historical Cultural Theory formulated by Vygotsky and followers such as LURIA, LEONTIEV, was used, who theoretically and methodologically support the acquisition of written language as the acquisition of a symbolic system of representation of reality, whose learning begins long before the moment in that a pencil is placed in the child's hand and studies on literacy formulated by MORTATTI, SOARES, FRADE, FERREIRO, TEBEROSKY, BOEING. It is concluded that the notebooks of the 3rd year of Elementary School published by the Notebooks of the National Pact for Literacy at the Right Age (PNAIC) present a concept of Literacy that compromises learning and mastery of written language as a dialogical and dynamic process, capable of promoting qualitative and transforming leaps of the child's psychic functions according to Vygotsky's notes. This theoreticalmethodological perspective has the advantage of considering written language as an instrument of thought, linked to aspects of functionality, in which writing appears linked to the function of a mnemotechnical resource that permanently involves reading