Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): rupturas, permanências e retrocessos no período entre 2012 a 2018

• Ano de defesa: 2020
• Autor(a) principal: Machado, Thamires Marques
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: PNAIC; Política educacional; Neoliberalismo; Educação; Educational politics; Neoliberalism; Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Alfabetização; Educação e Estado
• Link de acesso: https://repositorio.ufu.br/handle/123456789/30305; http://doi.org/10.14393/ufu.di.2020.513

This master's research is part of the research line “State, Policies and Management of Education”, of the Graduate Program in Education at the Federal University of Uberlândia, and deals with the evaluation of a policy of continuing teacher education: National Pact for Literacy at the Right Age (PNAIC – initials in Portuguese). The problem that guided this research was: considering the period from its institution, in 2012, to the year 2018, what are the changes in PNAIC legislation and what do they point to? In an attempt to develop a reflection on this issue, we defined the general objective of the research, which was to identify the changes made in the legislation of this policy, in the period from 2012 to 2018, and to consider what they point to. The specific objectives are: to place PNAIC as a policy inserted in the context of intervention by international agencies in Brazilian education; identify PNAIC in the history of policies and programs aimed at resolving illiteracy in Brazil; to survey the program's permanences and breaks in the period from 2012 to 2018, for the realization of the learning rights of children in the literacy process, in order to identify what they point to. To support the study, we rely on authors such as Dardot and Laval (2016), Bianchetti (2001), Merquior (2014), Gentili (1996, 1998), Saviani (2009, 2008, 2007), Torres Santomé (2003), Frigotto (2010), Saad Filho and Morais (2018), Singer (2015, 2016), Afonso (2001), among other names of undoubted relevance. The methodological option adopted with a view to the feasibility of this work can be defined as qualitative in nature and, due to its specificity, it uses bibliographic and documentary research as a method, according to the specifications of Severino (2007). The research data were obtained through bibliographic and documentary survey, review of the existing literature on the subject and access to websites of different agencies related to the research. Data analysis led us to infer the incorporation and intensification of elements characteristic of neoliberal ideology in the program during the transition to the second stage. We found that the changes suffered in the PNAIC legislation have more negative than positive points and point to a neoliberal tendency to conduct public educational policies. The change of government during the program's duration reflected in its reformulation and suggests its adaptation to the characteristics prescribed by international organizations, in particular the World Bank, such as the business management model, the reduction of public expenditure, the public-private partnership, evaluations on a large scale, stimulating competition, meeting goals and precariousing the continuing education course for literacy teachers.