Os impactos do Pacto Nacional Pela Alfabetização Na Idade Certa na formação matemática de professoras alfabetizadoras e sua relação com a cultura da performatividade

Abstract

The present work refers to the Master’s dissertation in the Teaching of Sciences and Mathematics and is aimed to understand the impacts of the National Pact for Literacy at the Right Age in the mathematics training of literacy teachers and their relationship with the performativity culture. The National Pact for Literacy at the Right Age is a joint action involving the federation, states and cities with the purpose of to teach literacy to all children until the age of eight, qualify the cycle of literacy and consequently raise the quality indicators of this school phase. The dissertation presents a brief history of educational policies for the cycle of literacy and describes in details the operation of the National Pact for Literacy at the Right Age. Based on the characteristics of the policy of the program mathematics training, it presents the culture of performativity. The theoretical view of this research follows the line of study and conceptualization of performativity defended by Stephen Ball. The data collection was carried out through the reading of documents elaborated for the PNAIC and the constitution of a Focus Group with the Literacy Teachers, registered and participating in the Pact in the year of 2014, in the town of Herval-RS. The speech analysis, of Foucauldian inspiration, comprised, through the teachers’ speeches, that the policy of mathematic training in the National Pact for Literacy at the Right Age is related to the culture of performativity, as it has as its main impact, the substantial changes in the teaching work and in the being a mathematics literacy teacher