<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2447-4193</journal-id>
<journal-title><![CDATA[Revista Brasileira de Política e Administração da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Brasileira de Política e Administração da Educação]]></abbrev-journal-title>
<issn>2447-4193</issn>
<publisher>
<publisher-name><![CDATA[Associação Nacional de Política e Administração da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2447-41932021000100288</article-id>
<article-id pub-id-type="doi">10.21573/vol37n12021.104847</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação de competências socioemocionais na política nacional de alfabetização: uma análise crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[The formation of socioemotional competences in the national literacy policy: a critical analysis]]></article-title>
<article-title xml:lang="es"><![CDATA[la formación de competencias socioemocionales en la política nacional de alfabetización: un análisis crítico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[JANE RIGOLDI DOS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VIEIRA]]></surname>
<given-names><![CDATA[JULIANA PIOVESAN]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FUTATA]]></surname>
<given-names><![CDATA[MARLI DELMONICO DE ARAUJO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá Programa de Pós-Graduação em Psicologia ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá Departamento de Pedagogia ]]></institution>
<addr-line><![CDATA[Cianorte PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>288</fpage>
<lpage>306</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2447-41932021000100288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2447-41932021000100288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2447-41932021000100288&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo discute a inclusão da formação socioemocional na Política Nacional de Alfabetização (PNA), expressa no decreto nº 9.765/2019, e sua vinculação com as propostas do Instituto Ayrton Senna (IAS), apresentadas no documento &#8220;Alfabetização 360º&#8221;. O objetivo é apresentar a concepção de alfabetização difundida pelo IAS e como esta representa a manutenção da precarização do processo de alfabetização no Brasil, ao trazer elementos secundários do processo de ensino e aprendizagem, como primários, neutralizando e dissolvendo a função da escola pública. Amparados pelo referencial teórico do materialismo histórico-dialético, entendemos que nenhuma prática de alfabetização é neutra, mas envolta por lutas, disputas de interesses, que tanto podem propor perspectivas de alfabetização que contribuam para a superação da sociedade capitalista, como também, de modo contraditório, como a &#8220;Alfabetização 360º&#8221;, podem propor a adaptação, ao reafirmar a formação de comportamentos amáveis, resilientes, condizentes com as necessidades do capital em um contexto de crise social e produtiva. Para desenvolver o artigo, realizamos uma pesquisa documental e bibliográfica de análise de documentos legislativos brasileiros (PNA), relatórios de organizações internacionais (UNESCO), folheto do IAS, artigos científicos e textos de autores da psicologia histórico-cultural. A conclusão a que chegamos é: está em curso um processo de reconfiguração do que entendemos ser alfabetização, direcionado pelo IAS, para o qual alfabetizar é mais do que ler e escrever textos, mas deter capacidades de leitura e regulação de emoções, pontuada como competência socioemocional. Há um processo de reconfiguração do conceito de alfabetização, que em nosso entendimento deve ser refutado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto discute la inclusión de la capacitación socioemocional en la Política Nacional de Alfabetización, expresada en el Decreto No. 9,765 / 2019, y su vínculo con las propuestas del Instituto Ayrton Senna (IAS), presentadas en el documento Alfabetización 360°. El objetivo es presentar el concepto de alfabetización difundido por IAS; y para advertir el hecho de que esta propuesta perjudicará el proceso de alfabetización en Brasil, al incorporar elementos secundarios del proceso de enseñanza y aprendizaje, como primarios, neutralizando y disolviendo la función de la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Competências socioemocionais]]></kwd>
<kwd lng="pt"><![CDATA[Instituto Ayrton Senna]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Socioemotional competences]]></kwd>
<kwd lng="en"><![CDATA[Ayrton Senna Institute]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Habilidades socioemocionales]]></kwd>
<kwd lng="es"><![CDATA[Instituto Ayrton Senna]]></kwd>
</kwd-group>
</article-meta>
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