The Tempo de Aprender programme and the silence of literacy in the process of reading and writing

ABSTRACT

This paper aims to analyse the conceptualisation of language and learning in the proposal of literacy in the continuing education course of the 2020 programme Tempo de Aprender for the National Policy for Literacy (Brasil, 2019). The study is characterised as qualitative with a descriptive and analytic focus, and the methodology will analyse official documents. The empirical material for analysis corresponds to axle 1 (Continuing education for literacy professionals) and axle 2 (pedagogical support guiding the teacher education programme). In the context of the investigation, we highlight two analytical topics: (1) Where are the study phonological awareness, promotion of metalinguistic curiosity and playfulness, which were current in the literacy education courses for teachers? and (2) where are reflection about the literacy united to practices of reading and writing in academic productions in Brazil? In this paper we will emphasise the first topic. Results of the investigation abled the identification of some weakness in the proposal of the course, that is: hierarchisation of knowledge from smaller units to larger ones in the process of learning to read and write; standardisation of phonics instruction as a teaching proposal; and motor training to improve spelling. The highlighted topics demonstrated the silenced literacy in the process of learning how to read and write.

Keywords:
Literacy; Programme Tempo de Aprender; Phonics instruction; Language conceptions; Teacher education