Política nacional de alfabetização, currículo e gestão de riscos

Abstract

This article analyzes the National Literacy Policy (PNA, 2019) which presents itself as a proposal to raise the quality of literacy and combat illiteracy in Brazil. It starts from the principle that PNA is in a curricular document whose objective is to define knowledge and knowledge to be taught to children during the literacy period. In this process, teachers, students and families are inserted in power-knowledge relationships, which demand certain subject positions. It argues, from a postcritical perspective, that this curriculum uses knowledge from “cognitive science” to assert itself as true in order to manage the risks that an illiterate population represents. Using Foucault's discourse analysis methodology as methodology, it shows how this document disqualifies other ways of thinking about literacy and the effects it has on the subjectivities of teachers, families and children.