Analyzing the representation of teachers in the training books of the program National Pact for Literacy at the Right Age (PNAIC, Pacto Nacional pela Alfabetização na Idade Certa)

Abstract

This paper aims at analyzing the representations of literacy teachers in the training books of the program National Pact for Literacy at the Right Age (PNAIC, Pacto Nacional pela Alfabetização na Idade Certa). Methodologically, it proposes a cultural analysis of the training material published in 2012—year one of the language subject—developed by Secretaria de Educação Básica (SEB), which is attached to Brazil’s Ministry of Education. The main theoretical tool employed is the concept of representation, understood here under the perspective of post-structuralist cultural studies. The results indicate that the most recurrent representations is that of reflective literacy teachers, through which the teachers are encouraged to reflect, assess and modify their praxis, with the purpose of promoting literacy to all students by the age of eight (which is the main goal of the program). Furthermore, the results point to the fact that teachers are held accountable for their student’s learning outcome.