A alfabetização emancipadora no ensino fundamental: uma análise de conteúdo do livro didático suplementar do 4º e 5º ano da Secretaria Municipal de Educação de Manaus

Abstract

This research aims to evaluate the solidity of a conceptual model of emancipatory literacy through a content analysis of textbooks for the 4th and 5th year of the “Alfabetiza Manaus” program of the Municipal Department of Education of Manaus. Its specific objectives are to identify and describe the ideological, cognitive and civic dimensions of literacy in these textbooks from the perspective of conceptual modeling and operationalize these dimensions in the analysis criteria for the adequacy of textbooks; test and evaluate the consistency of the criteria in analyzing the emancipatory potential of literacy textbooks used in the “Alfabetiza Manaus” program for the 4th and 5th year of the municipal education network and identify and evaluate the criteria that shaped the structure and content of these books didactic and whether they are favorable to emancipatory literacy. Having as a theoretical basis the literature focused on Education for Citizenship and the Liberating Pedagogy of Paulo Freire, the study proposes to replicate a qualitative content analysis methodology, in which data is identified, categorized and coded through revised Bloom's taxonomy, the dimensions of emancipatory literacy and the different profiles of citizens. In the final results, the absence of elements in supplementary textbooks that promote emancipatory literacy, which is developed from higher order cognitive processes, through the dimensions of identity, cognitive empowerment and critical thinking, is evident. The absence of a citizen profile in the teaching guidelines indicates the secretariat's lack of concern and systematization in the search for citizen training through critical and dialogic education.