Letramento em políticas curriculares de alfabetização: relações de poder-saber em torno do conceito cunhado por Magda Soares

Abstract

This article aims to analyze how two recent curricular policies - the National Common Curricular Base and the National Literacy Policy - are related to the concept of “literacy”, as proposed by Magda Soares. Supported by a post-structural perspective, we understand policies as a struggle for meaning and observe how there is a dispute between literacy and literacy in the meaning around what literacy is. It is argued, based on discursive analysis as a methodology, that the use of literacy, as it is done in the PNA, tries to erase the concept of literacy from the conception of “scientific evidence” as a foundation for literacy. We observe how “literacy” is articulated in policies, sometimes approaching and/or moving away from Magda Soares’ theoretical contributions, producing different meanings.