PNAIC E PNA EM ANÁLISE: DOS AVANÇOS AOS RETROCESSOS DA ALFABETIZAÇÃO MATEMÁTICA NO BRASIL

FROM ADVANCES TO SETBACKS IN MATHEMATICAL LITERACY IN BRAZIL

Abstract

This article aims to analyze the conceptions of the Mathematical Literacy area present in the Submission Notebook of the National Pact for Literacy at the Right Age (BRASIL, 2014) and in the Submission Notebook of the National Literacy Policy (BRASIL, 2019). They refer to Brazilian policy documents that deserve to be highlighted, the first due to its scope and its repercussions and the second due to the topicality and need for criticality in this area. This qualitative methodological research used document analysis as a fundamental tool. The main theoretical references of this study are based on authors who see this area as one of the important tools, which gives the subjects the opportunity to reflect on and transform the surrounding realities. The results of the research reveal that PNAIC is in line with the current research on math literacy, since it has assumed a perspective of education necessary to overcome social inequalities. A lack of studies focusing on the current National Literacy Policy (PNA) was observed, requiring critical reflections and research by teachers on this policy. It was noticed that the PNA, besides presenting propositions of terminology such as numeracy, empties the education of the masses by defending a narrow view of mathematical literacy.