<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012023000100240</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v45i1.62405</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Política Nacional de Alfabetização: scriptura sobre a recepção de profesores]]></article-title>
<article-title xml:lang="es"><![CDATA[Política Nacional de Alfabetización: scriptura sobre la recepción de profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[National Literacy Policy: scriptura on the reception of teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Nádson Araújo dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Adriana Cavalcanti dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Jânio Nunes dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Acre  ]]></institution>
<addr-line><![CDATA[Rio Branco Acre]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió Alagoas]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012023000100240&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012023000100240&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012023000100240&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo apresenta resultados da Pesquisa Nacional Alfabetização em Rede (2020) com recorte regional, objetivando compreender como tem ocorrido a recepção da Política Nacional de Alfabetização pelos professores alfabetizadores que atuam em turmas de 1º ano do ensino fundamental, no Estado de Alagoas. Para tanto, analisamos os dados coletados por meio de um survey, no qual aplicamos critérios de inclusão e exclusão, de modo que o corpus, composto por relatos de 144 professores, foi analisado com base na técnica de análise de conteúdo (Bardin, 2009) e discutido com autores como Ball (2001, 2002), Chartier (2000, 2007, 2010), Soares (2016), Volóchinov (2017), dentre outros. Os dados revelaram que, embora os professores alagoanos que atuam em turmas de 1º ano do ensino fundamental sejam experientes e tenham tido contato com a teoria do letramento e da alfabetização na perspectiva do Alfaletrar (Soares, 2020), concordam com o trabalho preparatório para a alfabetização nos moldes apresentados pela Política Nacional de Alfabetização (PNA), recebendo-a de maneira positiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo presenta los resultados de la Encuesta de la Red Nacional de Alfabetización (2020) con enfoque regional, con el objetivo de comprender cómo se ha producido la recepción de la Política Nacional de Alfabetización por parte de los alfabetizadores que actúan en las clases de 1° grado de la enseñanza fundamental, en el Estado de Alagoas. . Por ello, analizamos los datos recogidos a través de una encuesta, en la que aplicamos criterios de inclusión y exclusión, de manera que el corpus, compuesto por informes de 144 docentes, fue analizado con base en la técnica de análisis de contenido (Bardin, 2009) y discutido con autores como como Ball (2001, 2002), Chartier (2000, 2007, 2010), Soares (2016), Volóchinov (2017), entre otros. Los datos revelaron que, aunque los docentes alagoanos que actúan en las clases de 1° año de la enseñanza fundamental tienen experiencia y han tenido contacto con la teoría de la lectoescritura y la lectoescritura desde la perspectiva de Alfaletrar (Soares, 2020), están de acuerdo con el trabajo preparatorio para la lectoescritura a lo largo del líneas presentadas por la Política Nacional de Alfabetización (PNA), recibiéndola de manera positiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article presents the results of the National Literacy Network Survey (2020) with a regional focus, aiming to understand how the reception of the National Literacy Policy has occurred by literacy teachers who work in 1st grade classes of elementary school, in the State of Alagoas. Therefore, we analyzed the data collected through a survey, in which we applied inclusion and exclusion criteria, so that the corpus, composed of reports from 144 teachers, was analyzed based on the content analysis technique (Bardin, 2009) and discussed with authors such as Ball (2001, 2002), Chartier (2000, 2007, 2010), Soares (2016), Volóchinov (2017), among others. The data revealed that, although Alagoas teachers who work in 1st year elementary school classes are experienced and have had contact with the theory of literacy and literacy from the Alfaletrar perspective (Soares, 2020), they agree with the preparatory work for the literacy along the lines presented by the National Literacy Policy (NLP), receiving it in a positive way.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política Nacional de Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[recepção da PNA]]></kwd>
<kwd lng="pt"><![CDATA[professores alfabetizadores alagoanos]]></kwd>
<kwd lng="es"><![CDATA[Política Nacional de Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[recepción de la PNA]]></kwd>
<kwd lng="es"><![CDATA[alfabetizadores de Alagoas]]></kwd>
<kwd lng="en"><![CDATA[National Literacy Policy]]></kwd>
<kwd lng="en"><![CDATA[reception of the PNA]]></kwd>
<kwd lng="en"><![CDATA[literacy teachers from Alagoas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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