COLONIZED LITERACY: A CURRICULUM, A POLICY AND ITS MULTIPLE FACES: NATIONAL LITERACY POLICY UNDER ANALYSIS

Abstract

The article on screen focuses on the analysis of the National Literacy Policy/PNA as a network policy, in a capillarization of actions in defense of the perspective adopted by this policy – the foundation in scientific evidence. The notion of scientific evidence is argued as the foundation of actions for literacy, an idea that is mobilized in the quest to give an absolute meaning to literacy, literacy curriculum and teacher training for this stage. Thus, the problematization takes place, in the dialogue with post-structural and post-colonial contributions, in the discussion about a fixity that allows inferring the production of a discourse that colonizes literacy and childhood. A colonial authority that arises from the stereotype of literacy practices that are not consistent with what is established as the “last word” on/for literacy, literacy curriculum and teacher training. In opposition to the observed univocity, the production of policies in a discursive perspective is defended, which do not dispense with contingent articulations and negotiations between discourses, always multiple and marked by difference, as a struggle for meaning in an alteritarian relationship.