Programa Brasil alfabetizado: uma análise crítica.

Abstract

In Brazil, research into literacy in Youth and Adult Education (YAE) is an act of resistance. YAE is neglected in contemporary educational policies like the BNCC (Brasil, 2017). In teacher training for the YAE, teaching reading and writing remains restricted to methodological instructions. Although educational policies seek to guarantee access to education and the full development of students, it is crucial to recognize that these rights must be applied dynamically in society. It is essential to ensure the right to education for YAE subjects in a dynamic way that is related to educational policies and transformations in the world of work. In this context, we analyzed the decrees and resolutions that regulate the Literate Brazil Program (PBA) from 2019 to 2022. When examining the historical context related to the origin of the PBA, it can be seen that since its inauguration, the program has been integrated into the neoliberal logic, and this preponderant aspect has become more prominent since the program's restructuring in 2022. Since its creation in 2003, the program has undergone reformulations and different government bases, guiding actions according to their ideological inclinations. In 2017, with the new right-wing government, the PBA was extinguished for a while, reiterating its supporting role in the Union's macro-educational planning. The research is guided by the question: what ideological forms are present in the formulation of the PBA (2019-2022)? The general objective is to understand the hegemonic ideological form expressed in the formulation of the PBA, especially in 2019-2022. We began by understanding the historicity of the PBA in the political-ideological context, referencing authors such as Costa and Machado (2017), Di Pierro (2003, 2005), Leite (2013), and Rêses et al. (2017). In analyzing the reformulation of the PBA, we used works by Mortatti (2019b), Gonçalves (2021), Gonçalves et al. (2022), Arantes and Rocha (2022), Maciel and Resende (2019), Andrade and Estrella (2021), Silva (2011), Freitas (2018), Höfling (2001), Oliveira (2011), Rummert and Ventura (2007), and Frigotto (2010). To analyze the role of volunteering and the influence of UNESCO on the PBA, we used works by Castelli Jr. (2014), Neves (2005), Jacomini (2020), Mortatti (2004), Costa and Machado (2017), Saviani (2018), Libâneo and Silva (2016), Freitas (2018), Melo (2005), and Paiva (2015). The analysis results allow us to consider how knowledge, as an intention, can be assimilated by the subaltern classes, becoming part of their practices and a critical instrument against the dominant impositions. Pedagogical action enables the dominated classes to appropriate knowledge in line with their interests, contributing to the transformation of social conditions. By making explicit the conditions that determine the nature of domination, pedagogical action conflicts with the capitalist system, as false consciousness gives way to a more comprehensive understanding. This conflict, although latent, confronts the relations of domination promoted by the capitalist system, which seeks cohesion through persuasive pedagogy.