Alfabetização e letramento: confronto entre os estudos e a Política Nacional de Alfabetização

Abstract

The present work consists in the study of theories that define literacy and those that dimension literacy, with the objective of comparing them to the content of the National Literacy Policy of the Union, instituted in collaboration with the States, the Federal District and the Municipalities, for the implementation of programs and actions, on a national basis. Exploratory study, which involved a documentary and bibliographic survey, with the concern of investigating the phenomenon in question, under the recommendations of social research methods and techniques, as recommended by Gil (1999). From our investigations, literacy, according to Magda Soares, is a phenomenon that develops in school environments. Literacy, according to Angela Kleiman, is the result of social interactions in literate environments, experienced more intensely among those literate who continue to be literate. National Literacy Policy (PNA), defends literacy based on scientific evidence, ignores national studies on literacy and literacy, and imports the term "literacy" and "numeracy", and engages in the defense of phonic instruction during the period of literacy, without needing the set of knowledge specific to the school phase, which goes far beyond this phonic phase, which for some is the final and not the initial phase of literacy. Finally, we deduce that the National Literacy Policy (PNA) does not consider the theoretical advances achieved in the theoretical/practical area of literacy and reveals a theoretical setback, precisely because it does not consider current scientific advances in the area of literacy, whether for children or for young people or adults.