Narrativas sobre alfabetização como campo de disputa (20142024): entre psicogênese e a ciência da leitura no contexto da SEMED-Manaus

Abstract

During the implementation period of the National Literacy Policy (2019–2022), the Municipal Department of Education of Manaus (SEMED) aligned itself with the federal guidelines, as evidenced by the Municipal School Curriculum (2021) and Resolution No. 284/2021. In this process, the theoretical frameworks guiding the understanding and monitoring of literacy shifted from Psychogenesis, grounded in Ferreiro, to the so-called “Science of Reading,” based on Ehri. The central question of this research is how early years literacy teachers in the municipal public school system construct meanings about literacy in the midst of this theoretical transition and within the institutional and political disputes that shape the field. The general objective is to understand the impacts of this shift in theoretical foundations (from Psychogenesis to the Science of Reading) on teachers’ everyday pedagogical practices, considering their movements of adaptation and resistance. Specifically, the study aims to: identify and contextualize the distinct theoretical-methodological perspectives on literacy in dispute, considering their social, historical, and cultural constitution and their presence in Brazilian educational policies; analyze the teacher-training policy for literacy (1st to 3rd grade) established by SEMED Manaus between 2014 and 2024; and investigate how teachers perceived and interpreted the changes in theoretical foundations introduced by the National Literacy Policy and Resolution No. 284/2021, as well as the extent to which their work was affected by this process. The research adopts a qualitative, biographical-narrative approach, following Aguirre and Porta, E. Souza, and Delory-Momberger, focusing on the narratives produced by six teachers who experienced this transition. The interpretation of the narratives was conducted in light of Paul Ricoeur’s critical hermeneutics. The investigation is also grounded in the historical and theoretical-practical debates in Education and Pedagogy, drawing on Freire, Saviani, Libâneo, Pimenta, Ghedin, among others. The conceptualization of literacy is supported by Soares, Freinet, Ferreiro, and by contributions from the Science of Reading (Ehri; Dehaene). The relevance of this study lies in contributing to the ongoing debate on theoretical frameworks in literacy and their implications for the work of literacy teachers.