Concepções de alfabetização: estudo de livro didático do primeiro ano do ensino fundamental indicado pelo PNLD 2023 à luz da PNA (2019) e da BNCC (2018) e necessidade de superação

Abstract

This research aims to study the conceptions about literacy present in the Textbook “Entre Laços” of the first year of Elementary School indicated by the National Book and Teaching Material Program PNLD 2023 in the light of the National Literacy Policy (2019) and the Base National Common Curricular (2018). This writing aims to analyze such work engendering the importance of promoting historical discourses by Brazilian authors in the area of ​​literacy that scientifically tied a theoretical perspective of scientific studies of literacy in broad and historical contexts. To do so, I rely on the theoretical perspective of Scientific Studies by authors who position themselves critically in socio-historical and conjunctural conceptions. To carry out this search, some documents were analyzed, such as the PNA (2019), the BNCC (2018), the PNLD (2023), the textbook “Entre Laços” (2023), which was chosen and adopted by the team of the Municipal Network school. de Ensino de Goiânia, taking the artifacts mentioned above as a reference and considering them as part of the circuit of production, regulation and consumption of production on literacy in Brazil. In order to carry out the documental analysis about the conception of literacy presented in the textbook “Entre Laços”, the following question was raised: what are the pedagogical conceptions about the process of literacy and literacy contained in the textbook “Entre Laços, Língua Portuguesa”, which was approved in the PNLD - 2023 and what are the approximations with the official documents and the need to overcome it through a historical-critical bias. The methodology used was documentary and bibliographical research. By guiding the teaching-learning process, official documents such as the PNA and BNCC establish guidelines and objectives for schools to assist in the process of defining curricula, selecting content and organizing pedagogical practices. Seeking the need to contextualize the past and discuss the present and the quality expected of Brazilian education today, a single methodology does not ensure that all students have an adequate education aligned with real historical achievements in educational spaces. The didactic work analyzed is limited and problematic by adopting an exclusive approach through the phonic method and family literacy, neglecting essential aspects of literacy, such as comprehension, interpretation and social contexts. A more comprehensive approach, which considers different educational methods and actions aimed at the full development of students, would be more adequate to promote an inclusive and quality education.