Alfabetização manauara: organização Política - Pedagógica e o Novo Currículo Escolar Municipal (2000-2021)

Abstract

This study aims to understand the political-pedagogical organization of literacy of SEMED/Manaus in the transition process between the Pedagogical Proposal of the Initial Years - Pedagogical Block (1st to 3rd year) and the New Municipal School Curriculum. This transition occurred in the period from 2020 to 2021; however, it was felt the need to deepen and contextualize the object from the inclusion of the six-year-old child in elementary school and the political implications on this process, starting in the 2000s. The research is linked to Research Line 1: Education, State and Society in the Amazon, and obtained with support from CAPES and FAPEAM. The epistemological basis of this research is in the history of education, based on the historical method, with the social and cultural approach that, from the New History, helped us in understanding the theme in relation to the object of study. For this, we used bibliographic sources that refer to the historical context, for the construction of argumentation, based on Mainardes (2007, 2009), Soares (2017a, 2017b, 2009, 2020), Marcílio (2016), Morais (2014, 2019, 2020, 2022), Marlucy Paraíso (2023) and Saviani (2010, 2013, 2016). As a reflective contribution to the analysis of the role of the school curriculum as an artifact of power and culture in school practices in Goodson (2018, 2020), Apple (1999, 2005), and Arroyo (2011, 2013). And classical historians such as Bloch (2001), Hobsbawm (2013), Le Goff (2013) and Julia (2001) support the theoretical-methodological construction of the historical narrative of the research. The methodological approach is based on investigative work with primary documents of public nature, which were categorized as sources by the researcher. Among them are: the Law of Guidelines and Bases of National Education/1996, the National Curriculum Guidelines/2010, Ordinance 867/2012, the National Pact for Literacy in the Right Age, Decree nº 9,765/2019 of the National Literacy Policy, the Pedagogical Proposal of the Pedagogical Block and the New Municipal School Curriculum, in addition to the norms and the document of political and pedagogical nature implemented in the historical period. The Electronic Bulletins of SEMED/ Manaus and MEC, and also the newspapers contributed to the study by bringing representations of historical reality. The sources reveal that SEMED/Manaus, over two decades, used curriculum policies to achieve the objectives of social training emanated by the Federal Government, represented by the MEC, organizing, the time and space for literacy of children from six to eight years of age in the city of Manaus. The implementation of the New Municipal curriculum caused disruptions in the training processes of teachers and students with the curricular changes, in the tendency to shape the teaching work and education professionals about what should be taught by the school. Therefore, it is appropriate to consider the aspect in which the school curriculum is structured as an artifact of power, a historical, social and cultural controller of education. It is believed that the research can contribute to other investigations that bring as an object the implications of educational policies for literacy in the school curriculum in a local perspective, knowledge about the history of Brazilian education