Alfabetização e Psicologia: um estudo da proposta de reformulação curricular e das práticas de leitura e escrita no Programa Mais Educação São Paulo

Abstract

This research aims to understand the proposal, for the construction of the pedagogical work, of the policy of curricular reorganization and reformulation of the literacy practices advocated by the Mais Educação São Paulo Program, having as the axis of our analysis the presence of psychology in its theoretical and in his way of thinking about education, its problems and the teacher's pedagogical work. Between 2013 and 2016, the municipal program in question assumed the texts and normative documents of the National Pact for Literacy at the Right Age (PNAIC) as guides for the literacy work in the network. Therefore, in order to understand the concepts, conceptions, assumptions and expectations surrounding the work of the literacy teacher, and the presence of psychology in their definitions, we turn to the paths taken by the PNAIC in the network. Our investigation work took place, firstly, through the analysis of texts and normative documents assumed by the federal public policy to base the pedagogical work. Second, by listening to two trainers who were at the forefront of public policy, given the task of implementing it on the network through spaces for discussion and training provided and designed by the SME. Our analysis of this material was carried out with reference to authors who dedicated themselves to a redefinition of the contributions of Psychology to Education (AZANHA, 2001; CARVALHO, 2001b;LOUREIRO, 1997; PATTO, 2015;2019; among others), that is, that call to problematize the mere transposition made by Pedagogy of restricted psychological conceptions and concepts, already overcome in the scope of a critical psychology, which result in the mischaracterization of the school context. As a result, our research work pointed to the contradictory dimensions of the proposed theoretical reorientation and reformulation of reading and writing practices advocated by the More Education Program, which, based on a psychologism of practices and pedagogical abstractionism, lose sight of the subject. in school education, in its complexity and relationships.