Resumen

SANTOS, JANE RIGOLDI DOS; VIEIRA, JULIANA PIOVESAN  y  FUTATA, MARLI DELMONICO DE ARAUJO. The formation of socioemotional competences in the national literacy policy: a critical analysis. Revista Brasileira de Política e Administração da Educação [online]. 2021, vol.37, n.1, pp.288-306.  Epub 08-Abr-2022. ISSN 2447-4193.  https://doi.org/10.21573/vol37n12021.104847.

The article discusses the inclusion of socioemotional formation in the National Literacy Policy, expressed in Decree No. 9.765/2019, and its link with the proposals of the Ayrton Senna Institute (IAS), presented in document 360° Literacy. The objective is to present the concept of literacy disseminated by IAS; and to reflect on the fact that this proposal will harm the literacy process in Brazil, by bringing secondary elements of the teaching and learning process, as primary, neutralizing and dissolving the function of the public school. Supported by the theoretical framework of historical dialectical materialism, it is understood that no literacy practice is neutral, but surrounded by struggles, disputes of interests, which can both propose literacy perspectives that contribute to the overcoming of capitalist society. As well, in a contradictory way, such as Literacy 360º, they can propose adaptation, by reaffirming the formation of kind and resilient behaviors, consistent with the needs of capital in a context of social and productive crisis. To develop the article, a documentary and bibliographic research was carried out to analyze Brazilian legislative documents (PNA), reports from international organizations (UNESCO), IAS leaflet, scientific articles, and texts by authors of Historical- Cultural Psychology. The conclusion reached is: a process of reconfiguring what we understand to be literacy is underway, directed by the IAS, for which literacy is, more than reading and writing texts, having reading and regulation skills, punctuated as a socioemotional competence. There is a process of reconfiguring the concept of literacy, which in our understanding must be refuted.

Palabras clave : Literacy; Socioemotional competences; Ayrton Senna Institute.

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