Bons currículos, boas práticas e o bom boa professora_uma análise da Política Nacional de Alfabetização

Abstract

This article aims to analyze how the National Literacy Policy (PNA), which was in force in Brazil between 2019 and 2023, establishes power-knowledge relations regarding the literacy curriculum and how it demands and produces a specific/ the teacher to teach this knowledge. Based on a poststructural curricular perspective, particularly on Foucauldian concepts of power, discourse and subject position, I understand curriculum and curricular policy as a discursive production, which enters the dispute to try to establish certain meanings, knowledge and knowledge as valid to be taught and learned in schools and to produce certain ways of being in the world. As a methodology, the article used elements of Foucauldian-inspired discourse analysis to understand the knowledge, techniques of power and technologies of the self that are operationalized through this policy. I argue that the PNA disseminates knowledge that reduces literacy to a technical perspective, which ignores the social aspects linked to this area of knowledge, while at the same time establishing for the teacher the position of subject “transmitter of knowledge”. To the same extent, children are understood only as students, ignoring the various social markers that permeate childhood.