Teaching of alphabetical writing in the PNLD evaluation criteria (1998-2016): What knowledge and skills were contemplated?
DOI:
https://doi.org/10.5212/PraxEduc.v.16.17770.060Abstract
This article presents the results of a study that aimed to analyze the criteria for evaluating literacy books or collections, instituted between 1998 and 2016, within the scope of the Programa Nacional do Livro Didático – PNLD (National Program for Textbooks).The focus was on the knowledge and skills related to the alphabetical writing system contemplated in these criteria in the Textbook Guidelines. The results showed: the first two editions of the Program contained few criteria related to this teaching axis, while the following editions progressively presented a growth in the number and diversity of knowledges/abilities which were evaluated. It was concluded that, initially, there seemed to be a certain contribution from the Program to the “literacy disinvention” in Brazil, but since 2010, there has been a gradual quest for conciliation between the teaching of the alphabetic writing system and reading practices and production of texts of different written genres, in the perspective of literacy with texts.
Keywords: Teaching of alphabetic writing. Literacy textbooks. Evaluation of textbooks. PNLD.
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