A Política Nacional de Alfabetização e o avanço da agenda neoconservadora no Brasil (2019-2022)

Abstract

This dissertation is part of the research line Work, State and Educational Policies of the Graduate Program in Education (PPGE) at the State University of Goiás – Inhumas. Constituted as a web of senses and meanings, our object of study, the National Literacy Policy (PNA, 2019), was analyzed from the perspective of the “Critical Discourse Analysis for the investigation of educational policies” (MARQUES; ANDRADE; AZEVEDO, 2017). Inserted in an important historical and political moment in the field of educational policy, when we perceive curricular reforms being articulated to the implementation of an ultra-neoliberal agenda in Brazil, the central question that guides this research is: how is the relationship between neoconservatism in Brazil and the institution of the National Literacy Policy through Decree No. 9765, of April 11, 2019? To answer this question, which is our general objective, we also sought to deepen the following specific objectives: understanding the changes in globalized society (SANTOS, 2001; STIGLITZ, 2002) from the neoliberal ideology (BROWN, 2019; DARDOT, LAVAL, 2016 ; LAVAL, 2020, 2022), neoconservatism (APPLE, 2003, 2005), and the advancement of the neoconservative agenda in Brazil (BECK; SANTOS, 2022; PEREIRA; GRAU, 1999; ROCHA, 2018, 2021); and to analyze the logic of action and meanings in the elaboration of the PNA in the perspective of the aforementioned “Critical Discourse Analysis for the investigation of educational policies”. The research was guided by the premise that there is a relationship between the PNA and the project of education and society in the globalized world, which is crossed by neoliberal rationality and reveals itself in the policy under analysis by its political-ideological bias, based on the neoconservative agenda. The PNA focuses on the redefinition of literacy and the teaching of reading and writing, based on the emphasis on a scientifically “recognized” method for this, the phonic method. This discourse is not new, nor exclusive to the PNA, as it is part of a globally structured agenda for education, which follows the logic of the restructuring of the global economy that emerged in the late 1970s and which was strengthened until neoliberal and neoconservative conjectures. The construction of this new rationality, which has a significant impact on social relations, and aims at restructuring public institutions, has at its center the restructuring of the state, which now serves the interests of the market. Finally, the (not) final considerations of the research are presented. We carry out a synthesis of the work and, far from exhausting the theme, we indicate new investigative possibilities in the field of educational policy, in view of the political transition intensified by different disputes that Brazil is experiencing once again.