Conceptions of literacy in curriculum documents: a comparison Brazil Argentina ; Concepción de alfabetización en documentos curriculares: comparación Brasil-Argentina ; Concepção de alfabetização em documentos curriculares: comparação Brasil Argentina

Taking a literacy perspective to approach the teaching of readind and writting, this research aimed to analyse an Argentine official curriculum document ("Diseño curricular para la escuela primaria"), in order to identify the underlying literacy conceptions and compare them with the conceptions present in Brazilian curriculum documents and with the "Política Nacional de Alfabetização" (PNA), launched by the Ministry of Education of Brazil in 2019. Documentary analyses were carried out according to assumptions described by Bardin. The Brazilian data were systematized from a previous study conducted by Leal, Brandão, Almeida, Vieira (2013), in which 26 curriculum documents produced by states’ and capitals’ educational departments were analyzed. The proposals were classified into three categories: 1 (literacy through immersion); 2 (literacy as learning the alphabetic code); 3 (literacy perspective to approach the teaching of reading and writting). In Brazil, trends 1 and 3 predominated, which guide a teaching in which the reading and production of authentic and integral texts permeate the literacy process. In the Argentine document, terms that refer to the constructivist approach predominate and literacy is defended in a perspective of insertion in social practices of reading and writing in parallel with the teaching of the specificities of the Alphabetic Writing System (category 3). In contrast to the perspectives of the curriculum documents, the PNA is based on synthetic methods to teaching reading and writing. Such an approach marks, therefore, a resumption of traditional conceptions of literacy focused on empiricist models. ; A partir del enfoque de la alfabetización desde la perspectiva delletramento, esta investigación tuvo como objetivo analizar un documento curricular oficial argentino (“Diseño curricular para la escuela primaria”), con la finalidad de identificar las concepciones de alfabetización subyacentes y compararlas con las concepciones presentes en documentos curriculares brasileños y con la ...