PROGRAM ANALYSIS MORE LITERACY AND PRECARIZATION IN TRAINING AND TEACHER WORK
precarização na formação e trabalho docente
DOI:
https://doi.org/10.36311/2447-780X.2019.v5.n1.10.p109Keywords:
Basic Education, Educational Policies, Neoliberalism, Teacher Training, Critical Historical PedagogyAbstract
Abstract
This article deals with the Analysis of the More Literacy Program (2017-2018), instituted by MEC Ordinance No. 142 on February 22, 2018, as a means of assisting school elementary schools, from 1st to 2nd year, in the process of alphabetization of Elementary School I of the Public Network, in conjunction with National Curricular Common Base. Our objective is to analyze the program, in view of the conception of teacher education and literacy, pointing to a neoliberal tendency, which results in the precariousness of the teaching work and literate culture accessed by children, in literacy reading and writing. We bring to the debate a unilateral conception of the Program, advocates against the ominilateral knowledge, resulting from the Literacy Policy of the government evidenced (2017-2018) and its consequence for Brazilian public education. The study procedures were the bibliographical research, the reference documents of the program and the Literacy Policy, regarding teacher education, work relationship and literacy. Methodology in the bibliographic reference of Critical Historical Pedagogy, Saviani (1989), evidencing that More Literacy, precariza teacher training and access to literate culture, in the acquisition of the first letters and corroborates the neoliberal conception, in the emptying of the Brazilian public school.
Submissão: 2018-10-23
Aceito: 2019-05-26
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