Year: 2024
Type: article
Abstract: Based on a review of recent bibliographical production, we critically analyzed how the National Curricular Base (Brazil, 2018) and the National Literacy Policy (Brazil, 2019a) produced regrettable setbacks in the theoretical, curricular, continued training of literacy teachers, teaching and assessment, as well as the production of materials and other teaching resources intended for teaching reading and writing to children between 4 and 8 years of age. At the end of our analyses, we reflect on how certain legacies left by “Base” and “PNA” represent obstacles for us to achieve goals announced, since 2023, by the “National Literacy Child Commitment”.
Source: Olhares & Trilhas
Institution: Universidade Federal de Pernambuco
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4406517001