Resumo

FRANGELLA, Rita de Cássia Prazeres. Education policies for literacy teachers and curricular policies development: agreeing on meanings for education, literacy and curriculum. Práxis Educativa [online]. 2016, vol.11, n.1, pp.107-128. ISSN 1809-4309.  https://doi.org/10.5212/PraxEduc.v.11i1.0005.

This paper discusses the Pacto Nacional pela Alfabetização na Idade Certa - PNAIC/2012 (National Pact for Literacy at the Right Age), a program established by the Ministry of Education, which aims to ensure that all children are literate by the age of eight and focuses on literacy teacher education as a priority action. It is argued that policy development is a fight for meaning, involving different discourses interconnected in a pedagogical discourse production that, seeking quality, means investment on teachers' education as curricular policy establishers. PNAIC documents and the ones related to it are analyzed through the investigation of meanings of education, curriculum and literacy that they reveal, observing a shift in what it is considered, in this paper, the core of the meaning of the proposals: the right to literacy. From there, the appreciation of methodological/procedural discussions unfolds, in a central dimension of teaching observed in the proposal.

Palavras-chave : PNAIC; Literacy Teacher Education; Curriculum.

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