Resumo

GALVAO, Érica Raiane de Santana; SANTOS, Jânio Nunes dos  e  SANTOS, Adriana Cavalcanti dos. Public literacy policies in Brazil: (re)significations between advances and setbacks. J. Pol. Educ-s [online]. 2024, vol.18, e95614.  Epub 15-Jan-2025. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v17i0.95614.

This article aims to analyze the speeches of literacy teachers about the National Literacy Policy (PNA) (BRASIL, 2019) in view of the meanings/resignifications and bricolage with previous policies. It examines how the teacher’s speech about the PNA reveal the process of copying previous policies, such as the National Pact for Literacy at the Right Age (PNAIC) in relation to the PNA. To this end, it uses bricolage theoretical categories, like those of Ball (2001; 2006), within the scope of the policy cycle proposal, and Volóchinov, who conceptualizes the process of signification through the lens of the ideological sign in the context of the constitution of literacy teacher’s horizons. Methodologically, it is a qualitative investigation (SAMPIERI; COLLADO; LUCIO, 2013), whose data were collected in the context of a focus group (GATTI, 2005), cconducted with 5 teachers from the State of Alagoas. The results indicate a positive reception of the literacy perspective prescribed in the PNA by literacy teachers and the PNAIC's bricolage with the PNA, based on the presence of statements that confirm the importance of the relationship between alphabetization and literacy, which is silenced in/by its discourse. Finally, it is observed that although the PNA was officially revoked in 2023 as an official discourse, the training journeys of those teachers who participated in the Time to Learn Program are not revoked, as they go through the process of signification/resignification and constitution of such subjects, potentially continuing latent and bricolating in practice with the current policy being implemented.

Palavras-chave : Literacy; Speeches by literacy teachers; Literacy Policies.

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