ANÁLISE DAS ESTRATÉGIAS DE LEITURA COM O ACERVO DO PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA: UM ESTUDO NO MUNICÍPIO DE SÃO JOÃO – PR

Abstract

It analyzes the strategies of reading and the use of the collection of the National Pact For Literacy At The Proper Age (Pacto Nacional Pela Alfabetização na Idade Certa - PNAIC), in the context of São João, Paraná (PR). It situates the PNAIC on the scenery of educational politics of books and reading, and formation of literacy teachers. It discusses the concepts of reading and writing skills, literacy and reading, related to the work with the program collections. It questions: Has the PNAIC collaborated with the incorporation of strategies of reading by the teachers of the literacy cycle in the city of São João – PR? It aims to map the strategies of reading guided by the program, and those planed and experienced in the pedagogical practice; to analyze reading strategies with the PNAIC collection; to know the continued formation process of the literacy teachers; to discuss the program collection in the school context. Research with a qualitative approach and the analysis method comes from the dialectical historical materialism assumptions, articulated with the analysis of juncture. It uses bibliographical and field researches, being this last one realized in five schools that offer the Literacy Cycle, having as main figures six literacy teachers, two study advisors and one program coordinator in the city. It fundaments the analysis on renown authors of the program presented in the formation books Alfabetização em Língua Portuguesa 2013 (BRASIL, 2012), complemented by authors that treat of the theme, highlighting Soares (1998, 2008); Solé (1998); Souza (2015); Viédes (2015); Zilberman (2003); Silva (1998). It considers that the PNAIC has produced changes on the reading strategies in the school context, and that the collection was incorporated to the pedagogical practice. It evidences that the collection was not incorporated to the school libraries, still not existent in many schools, being the collection placed in the classrooms. It concludes that the PNAIC is a program recognized by the teachers, insofar as it articulated planning actions, distribution and use of the collection in the reading strategies. It highlights advances on the work of formation of readers, however, it highlights the challenges that remain. It argues that needs of book politics, reading and continued formation by teachers nowadays, still remain.