O MODELO DE LETRAMENTO NO MANUAL DO ALFABETIZADOR DO MOBRAL

UMA ANÁLISE DAS ORIENTAÇÕES PEDAGÓGICAS PARA O TRABALHO COM A LEITURA E ESCRITA

Abstract

The studies on literacy in Brazil, consolidated from the 1980s, argue that it is not enough to acquire the technology of reading and writing, it is necessary to engage in social practices of reading and writing, with specific skills and competencies. At this way, literacy takes on an ideological dimension and cannot be considered neutral. Thus, this article is based on the theoretical distinction between the "independent literacy model”, which conceives of writing as a neutral and technical skill, and the "ideological literacy model", which understands it as a social practice inseparable from cultural contexts and power relations. Based on this theoretical framework, anchored in the contributions of Street (2014), Kleiman (1995) and Soares (2009), the objective of this work is to investigate the literacy model subjacent the MOBRAL Literacy Teacher's Manual. Through a theoretical discussion of literacy studies and a qualitative documentary analysis, the pedagogical guidelines for working with reading and writing proposed by the teaching materials intended for literacy teachers are examined. The results indicate that the independent literacy model underpinned the military government's functional literacy program. It is concluded that the cognitive aspects of learning to write, achieved through the autonomous literacy model, should not be denied, but understood in relation to the cultural and power structures that the learning context represents.