Resumen

KAPPI, Ramona Graciela Alves de Melo  y  MELLO, Darlize Teixeira de. TEMPO DE APRENDER AND THE CONCEPTUAL AND POLITICAL CLASHES. Revista Teias [online]. 2022, vol.23, n.71, pp.269-283.  Epub 28-Feb-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.70212.

This study aims to analyze the conceptual and political clashes within the continuing training course from the Tempo de Aprender (Time to Learn) Program (BRAZIL, 2020), having as its background the National Literacy Policy (BRASIL, 2019a), seeking to problematize the resumption of phonics instruction as the only way to teach literacy. The aforementioned teacher training program focuses on, towards the teaching of reading and writing, the phonics instruction based on the study of cognitive sciences to explain how the child takes charge of reading and the written language. The study located in the field of Cultural Studies, is characterized as qualitative with a descriptive-analytical focus, having as a methodology the analysis of documental text and as an analytical tool the cycle of public policies. The empirical material selected for the analysis is the written document Tempo de Aprender Program (BRASIL, 2020). The results of the study enabled us to identify some weaknesses in the course’s proposal, among which we highlight: the standardization of the phonics instructions as a teaching proposal and the standardization of a didactic sequence for working with phonics instruction. The topics highlighted evidence the silencing of socially applied literacy within the literacy process and, thus, the silencing of research produced in Brazil for the past four decades. Lastly, the analyses evidence a teacher training program that subscribes to a logic that is characterized by tensions between continuities and discontinuities of theoretical conceptions on the literacy.

Palabras clave : literacy; tempo de aprender; phonics instruction; public policies cycle; teacher training.

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