Dispositivo de antecipação da alfabetização e políticas curriculares contemporâneas: governando crianças e docentes

Abstract

This article analyzes three recent curriculum documents the National Pact for Literacy Training at the Right Age Notebooks (BRASIL, 2012), The Common National Curriculum Base (BRASIL, 2018) and the National Literacy Policy Notebook (BRASIL, 2019) – to understand how the literacy anticipation device operates in these texts to produce the literate child. From a foucaultian perspective, I consider that a device is constituted by several elements and aims to eliminate certain risks and to govern given populations. The literacy anticipation device intends to govern children and teachers in order to produce a literate child as soon as possible, eliminating the risks that an illiterate population may represent. I argue that in order to justify the anticipation of literacy as a fundamental strategy for reducing the risks to the child population, the three curriculum documents use expertise and reasoning around science as an important technique. Although similar techniques are used, the definitions of who the experts are and which science is the true vary in the documents, causing tensions and conflicts around which knowledge and knowledge are valid in the literacy process. Based on Foucaultian-inspired discourse analysis, I show the emergency conditions for these truths to be affirmed, as well as the conflicts that are established in the demand for the subject positions of literate child and good literacy teacher.