O programa nacional do livro didático para alfabetização de pessoas jovens, adultas e idosas: os professores e suas escolhas

Abstract

The objective of this work was to analyze the process of discussion and choice of the didactic book for the *reading and writing teaching of young and adults, availed by PNLS in the year of 2008, within the Belo Horizonte`s Municipal administrations Project of Education of young and adults the EJA BH project. The theoretical referential of the research is constituted by diverse authors that have been busy over the study of the didactic books, such as Batista, Silva, Rojo, Munakata, Soares, amongothers. The research counted on the participation of *reading and writing teachers, pedagogical coordinators and the general coordinator of the EJA BH Project. It were evaluated the criterions used by these during the period of choice of the book, done virtually (through the email group) in the years of 2008/2009. The sample was composed by the amount of fifteen professionals as potential informers. The collection of data was based on interviews with a semi-structured plot, for being this the way that better presents malleability in its application. Besides the interviews, we also used documental analysis PNLAs edict and didactic books Guide, plus field notes. As the information is collected, we uncover the need of also interviewing some students, since the teachers emphasized, on the interviews, the effect of the book arrival over thestudents. In this sense, there were selected 15 *reading and writing teachers to compose the corpus of this research. The results indicated that the Didactic Book Evaluation Program (PNLA) brought advancements within the *reading and writing classes of EJA in BH, giving the adult students the rights to the didactic material acquired years before by the regular education. What really made difficult the process of choice within the City Hall (in the year of 2008) was the period of closing of the school year and beginning of vacation, thus attracting small participation by the teaching body. We cannot leave unrecognized that the didactical book brought an advancement within the public politics of EJA, besides representing to the teachers and pedagogical coordinators a new aid to their classrooms practices.