Reflections on the implementation of the PNAIC in Early Childhood Education: tensions and risks to teaching and childhood

Current children’s literacy programs in Brazil have emerged in a context of tensions and control of illiteracy rates in Brazil, with both the first years of elementary school and early childhood education being responsible for literacy among children. In this sense, it is urgent to reflect on the conceptions of teaching, assessment, childhood and teacher education disseminated in these programs. The purpose of this article is to discuss the implementation of the National Pact for Literacy in the Right Age (PNAIC) in early childhood education (Ordinance nº 826, July 7, 2017). The objects of analysis are training materials, discourses addressed to teachers and the dilemmas that involved its execution. In this way, we seek to contribute to the discussions about the specificities of Early Childhood Education and teaching in this first stage of Basic Education, thus proposing that the diversity of daily practices with young children and their protagonism be valued.