As políticas de alfabetização no Brasil: uma análise de propostas recentes

Abstract

This paper analyzes the most recent literacy policies: the National Literacy Policy (PNA), established in 2019, and the National Commitment to Literate Children, from 2023, outlining the convergences and divergences between them. The objective of the research is to compare and discuss the concepts of literacy, reading, and writing present in the two legal frameworks. As the methodology consisted of a documentary analysis based on official decrees was carried out based on the official decrees, also supported by bibliographic research. Having Soares (2024) and Mortatti (2006; 2008) as the main references, the analysis was structured into five categories: general principles of the documents, target audience, initial and continuing teacher training, forms of implementation and monitoring, and application of assessments. The results indicate a conceptual and political rupture. The PNA aligns itself with a reductionist perspective, based on the “cognitive science of reading,” treating literacy as the acquisition of coding and decoding skills, while ignoring the concept of ‘literacy’. In contrast, the Commitment represents a return to literacy and the complexity of this process, defining it as a “discursive process” that recognizes “multiple literacies.” It can be concluded that the PNA represented a technical and political setback, while the Commitment revives the paradigm of literacy in its social dimension.