Abstract
The present study aimed to analyze the three editions of the Common National Curricular Base (BRASIL, 2015; 2016; 2017), the National Literacy Policy (BRASIL, 2019) and the (dis)articulation with contemporary policies in this area, in our country. This is a qualitative investigation (GIL, 2008; MINAYO, 2001), whose research techniques were based on document analysis and semi-structured interviews, carried out in 2021 with three literacy teachers, active in the three years of the initial literacy block. Secretary of Education State of Education of the Federal District. For data processing, thematic content analysis was used (BARDIN, 1977; FRANCO, 2018). The results point to a rupture with the perspective of literacy for the sake of literacy, combined with a reduction in time for the consolidation of reading and writing in the cycle. On the other hand, a defense of the phonic method of literacy was learned.
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