O Pacto Nacional pela Alfabetização na Idade Certa – PNAIC: implementação e contexto inclusivo nas escolas ribeirinhas do município de Manaus

Abstract

School inclusion is based on rights discourses defined internationally, being produced as a natural process, since all subjects must have guaranteed access to education. The National Pact for Literacy in the Right Age (PNAIC) is an educational policy resulting from the formal commitment assumed by the federal, district, state and municipal governments to ensure that all children are literate by the end of the 3rd year of elementary school. This research, in the context of research line 4: Special Education and Inclusion in the Amazon Context, of the Postgraduate Program in Education of the Federal University of Amazonas (PPGE / FACED / UFAM), analyzed the PNAIC implementation process in riverside schools of the Municipality of Manaus and its correlation with the public policies of inclusion. In order to reach the general objective of the research, we established specific objectives: Describe the National Pact for Literacy in the Right Age; Map the riverside schools that implemented the PNAIC; Identify what characterizes Inclusive Education in the PNAIC proposal and its correlation with Public Inclusion Policies. For the theoretical foundation we anchored in Almeida (2016, 2018); Altman (2002); Aranda, Viédis e Lins (2018); Araújo (2010); Arroyo (2000); Arroyo, Caldar e Molina (2011); Azevedo (2010); Barros (2007); Bastos (2016); Carvalho (2005); Cavalcante & Weigel (2002); Chaves (1990); Esteban (2002); Fernandes (2010); Ferraz (2010); Ferreiro (2011); Foucault (1976, 1985, 1996, 2002, 2007); Freitas (2006); Gontijo (2014); Glat, Blanco (2009); Hechert (2001); Luckesi (2002); Matos (2013); Mikuzami (2002); Moram (1990); Mortati (1999); Moura (2006); Oliveira (2010); Perez (2010); Pimenta (2015), Prieto, (2006); Rodrigues (2006); Soares (1998, 2000, 2012); Simões, Torres (2011); Vasconcelos (1998); Veiga-Neto (2013); Witkoski (2007), as well as the study in the masters and doctoral studies of the Brazilian postgraduate programs on the subject. As a methodological support we used the descriptive research, with a qualitative approach defended by Minayo (2004, 2015); (Gil, 1996, 2008), using as a source of information the bibliographical and documentary research anchored by Ludke and André (2001), prioritizing the legislation and the guidance documents at the federal, state and municipal levels dealing with Special Education. For the analysis of the data we use the technique of discourse analysis, Fischer (2001), based on the Foucaultian notions of biopolitics and governmentality, Foucault (2007). The data obtained indicate 61 schools located in the riverside area of the municipality of Manaus. The analysis of legal provisions has allowed us to conclude that the PNAIC is linked to the National Policy on Special Education in the perspective of Inclusive Education, explaining the recognition of people with disabilities as subjects of rights. However, the actions of the PNAIC, regarding inclusive education, have not yet effectively changed the reality of these subjects, considering that there is a lot of barrier to guarantee not only access, but the permanence of this public in the riverside schools of the Municipality of Manaus, indicating that there is progress, but also backtracking, with regard to the implementation of the PNAIC.